IC-NRLF 


57fi 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 

Deceived       j  AW      ^    1393     .  189 
Accessions  No.  i\aa^o .....  Ctos  A^o. 


OBJECT    LESSONS: 


PREPARED 


FOR  TEACHERS 


PRIMARY  SCHOOLS  AND  PRIMARY  CLASSES. 


BY   A.    S.    WELCH, 

PRINCIPAL  OF  MICHIGAN  STATE  NORMAL  SCHOOL. 


A.    S.    BARNES    &    COMPANY, 

751  BROADWAY,  N.  Y.  CITY 


2.0 


Copyright,  1862,  ijr  /).  S.  BARNES  (f  CO. 


COPYRIGHT  KENEWED,  1890. 


PREFACE. 


THE  first  instruction  given  to  the  child  in  school,  should  be  based 
on  the  fact  that  his  intellectual  activity  consists  in  seeing  and 
hearing  rather  than  in  reasoning  and  reflecting.  His  restless  curi- 
osity about  material  things  is  natural  and  proper  to  childhood,  and 
equally  natural,  also,  is  his  aversion  to  abstract  thinking.  Any 
mode  of  teaching,  therefore,  which  thwarts  the  former  while  it 
seeks  to  overcome  the  latter,  is  false  in  its  philosophy  and  bad 
in  its  results.  Since  the  senses  of  sight  and  hearing  are  first 
in  exercise  and  development,  the  first  step  in  school  training 
should  be  to  give  them  a  systematic  culture,  and  the  period  be- 
tween the  ages  of  five  and  ten  years  ought  to  be  devoted  mainly 
to  this  object. 

The  order  of  instruction  which  I  have  thus  briefly  indicated,  was 
announced  sixty  years  ago  by  Pcstalozzi,  an  eminent  Swiss  teacher, 
as  the  only  natural  order.  Since  that  time  it  has  prevailed  in  the 
schools  of  Germany  and  England,  and  is  now  being  adopted  in  the 
better  class  of  schools  in  this  country. 

But  the  want  of  a  suitable  book,  from  which  teachers  could  learn 
the  best  methods  of  training  the  senses  of  children  by  means  of 
their  appropriate  objects,  has  proved  a  serious  obstacle  to  the 
introduction  of  the  Pestalozzian  sj'stem  into  our  primary  schools. 
While  lecturing  on  this  subject  before  teachers'  institutes  and 
educational  conventions  held  in  different  States  of  the  West,  I 
have  been  invariably  met  with  the  question,  "Where  shall  we 
find  the  right  book  ?" 

It  was  this  general  inquiry  that  suggested  the  idea  of  publishing 
the  series  of  Object  Lessons  which  I  had  prepared  in  MS.  for  the 


IV  PREFACE. 

experimental  department  of  the  Michigan  State  Normal  School. 
These  lessons  have  been  given  to  large  classes  by  the  teachers  of 
that  department,  and  are  found  to  answer  fully  the  object  de- 
signed. Similar  lessons  have  also  been  given  by  normal  pupils  in 
various  schools  of  the  State,  with  similar  success.  It  is  hoped  that 
the  same  matter,  in  the  form  of  a  book,  will  be  equally  acceptable 
to  primary  teachers  generally.  I  may  add  that  I  have  limited  the 
number  of  pages,  so  that  neither  its  price  nor  the  time  required 
for  its  perusal,  shall  operate  as  a  hindrance  to  its  circulation.  The 
youngest  teacher  will  be  able  to  prepare  additional  object  lessons 
at  pleasure  from  the  models  furnished. 

It  is  not  intended  that  this  book  should  supersede  any  of  the 
text-books  now  in  use.  In  following  the  plan  of  the  first  ninety 
pages,  the  teacher  need  not  depart  from  the  ordinary  course  of 
instruction  first  given  to  the  child.  I  have  only  sought  so  to 
modify  that  course  as  to  make  it  subserve  the  object  of  all  primary 
instruction,  namely,  the  cultivation  of  tho  senses  of  the  pupil. 

In  the  course  of  my  labors  I  have  consulted  freely  the  English 
and  German  books  on  primary  teaching,  and  in  preparing  my  last 
sixty  pages  I  have  received  valuable  suggestions  from  the  works 
of  Miss  Mayo. 

I  gladly  acknowledge  my  obligations  to  Mr.  John  Goodison  for 
his  aid  in  the  Drawing  Lessons  and  in  the  first  series  of  Lessons  on 
Colors.  I  also  proffer  my  hearty  thanks  to  friends  who  have  kindly 
commended  the  work  .in  advance,  especially  to  Mr.  Wells,  Super- 
intendent of  the  Public  Schools  of  Chicago,  and  to  Mr.  Gregory, 
Superintendent  of  Public  Instruction  for  the  State  of  Michigan. 

A.  S.  WELCH. 

STATE  NORMAL  SCHOOL,  YPSILANTI, 
January,  1862. 


CONTENTS. 


FIRST  SERIES  OF  LESSONS. 

FEATURES  OF  THE  FACE  :  Pag* 

Hair 11 

Eyes 13 

Nose 17 

MOUTH 21 

Lips 21 

Teeth 23 

Tongue 24 

Palate  25 

Words  Pronounced  by  Lips,  Tongue,  and  Palate 26 

Long  Vowel  Sounds 28 

Lip  Sounds 80 

Tongue  Sounds 35 

Palatal  Sounds 40 

Short  Vowel  Sounds  . . .  .• 41 

Vowel  and  Lip  Sounds 41 

Vowel  and  Tongue  Sounds 42 

Vowel  and  Palatal  Sounds 43 

SECOND    SERIES, 

DRAWING  LESSONS  PREPARATORY  TO  LEARNING  THE  ALPHABET  : 

Lines 44 

Straight  Lines 44 


vi  CONTENTS. 

Page 

Perpendicular  Lines 45 

Horizontal  Lines 40 

Oblique  Lines 47 

Broken  Lines 49 

Curves 55 

Triangle 59 

Angles 59 

Square CO 

Octagon 61 

Circle 61 

Tnr.  ALPHABET  IN  DRAWING  LESSONS 63 

Model  Method  for  Teaching  the  Capital  Letters 64 

Models  for  Drawing  Capital  Letters 66 

Model  Lesson  for  the  Small  Letters 78 

Models  for  Drawing  the  Small  Letters 79 

SIGHT  AND  SOUND  SPELLING 89 

LESSONS  ON  COLORS 92 

Blue 93 

Red 95 

Yellow 96 

Secondary  Colors: 

Green 97 

Orange 99 

Purple 99 

A  CABINET  OF  NATURAL  COLORS 101 

List  and  Description  of  Colors ]  03 

Specimen  Lessons  with  Red  Flowers 1 06 

Specimen  Lesson  with  Yellow  Flowers 108 

LESSONS  ON  LENGTH 110 

The  Foot  ..  .111 


CONTENTS.  Yli 

Page 
The  Inch 112 

The  Yard 114 

The  Kod  and  the  Furlong 115 

LESSONS  ON  MATHEMATICAL  PLANE  FIGURES 1 17 

The  Eight  Angle 117 

Obtuse  Angles 119 

Acute  Angles 120 

Triangles  -the  Eight  Angle 1 21 

Obtuse  and  Acute  Angled  Triangles 122 

The  Isosceles,  the  Equilateral,  and  the  Scalene  123 

The  Square 125 

The  Ehomb v  ...  125 

Parallelogram 126 

Trapezoid 128 

Trapezium 128 

The  Pentagon 129 

The  Hexagon 130 

The  Heptagon 130 

The  Octagon  131 

The  Circle 131 

The  Eadius 138 

The  Diameter 134 

The  Semicircle 135 

The  Quadrant 130 

LESSONS  ON  MATHEMATICAL  SOLIDS 137 

A  Solid  137 

Every  Solid  Bounded  by  Lines 138 

The  Solid  Angle 140 

The  Triangular  Prism 141 

The  Quadrangular  Prism 143 


Viii  CONTENTS. 

Page 

Five-sided  Prism' 144 

Six-sided  Prism 145 

The  Triangular  Pyramid 146 

The  Quadrangular  Pyramid 148 

The  Pentangular  Pyramid 149 

The  Cube 150 

The  Cylinder  151 

The  Cone 152 

The  Sphere 153 

The  Hemisphere 155 

SPIOLLING  BY  OBJECT  LESSONS 157 

Specimen  Object  Lesson  for  Spelling 158 

An  Apple 161 

An  Egg .163 

A  Book 164 

Granite 165 

A  Knife 166 

The  Hand 167 

A.  Leaf  (of  the  Flag,  Lily,  or  Corn) J69 

A.  Lilac  Leaf 170 

A  Tambler 171 

•Objects  Recommended  for  Further  Lessons 173 


DIRECTIONS  TO  YOUNG  TEACHERS. 


THE  Object  Lessons  of  the  first  ninety  pages,  from  the  Features 
of  the  Face  to  the  Alphabet  in  Drawing  Lessons,  inclusive,  are  in- 
tended to  be  given  to  children,  as  their  first  instruction  in  the 
school-room.  As  these  lessons,  however,  involve  exercises  which 
are  mostly  new,  they  may,  with  great  profit,  be  given  to  classes 
that  have  already  learned  the  alphabet  and  made  some  progress  in 
reading. 

The  lessons  after  page  90  may  be  given  profitably  to  children 
less  than  twelve  years  of  age,  and  those  lessons  throughout  the 
book,  which  include  exercises  in  Drawing,  should  be  given  to  all 
the  pupils  of  a  district  school. 

Specific  directions  will  be  found  at  the  beginning  of  each  series 
of  lessons,  but  a  few  general  directions  may  be  added. 

1.  Give  the  lessons  in  the  order  in  which  they  stand. 

2.  Study  each  lesson  carefully,  so  that  you  may  be  able  to  give, 
not  the  language,  but  the  order  and  properties  it  presents,  with- 
out the  book. 

3.  If  the  lesson  be  on  a  visible  object,  always  have  that  object 
at  hand,  where  every  child  can  inspect  it. 


X         DIRECTIONS    TO     YOUNG    TEACHERS. 

4.  Encourage  the  pupil  to  answer  every  question  himself,  and 
try  to  beget  in  him  the  habit  of  accuracy  in  expression. 

5.  Prepare  yourself,  if  necessary,  for  giving  the  Lessons  in 
Drawing  by  previous  practice  on  the  board.     Your  perseverance 
will  be  rewarded  by  your  own  improvement. 

6.  Let  the  Object  Lessons  harmonize  with,  rather  than  super- 
sede, other  exercises.     They  should  aid,  not  hinder,  the  round  of 
daily  recitations. 

7.  Add  lessons  of  your  own  to  each  series.     The  limits  of  this 
book  leave  much  for  you  to  do  in  this  respect. 

8.  Be  thoroughly  in  earnest.     Vivacity  is  diffusive  ;  so  is  dull- 
ness.    Indifference  on  the  part  of  the  class,  will  be  due  to  the 
teacher 


OP 

ZTIVBRSIT7 


OBJECT    LESSONS. 


LESSON    I. 

THE  class  standing  before  the  blackboard,  the 
teacher  prints  the  word 

II  A  I  E . 

Teacher.  Do  you  see,  children,  the  word  I  have 
printed  on  the  board  ? 

Children.  Yes,  sir. 

T.  Will  you  remember  it,  if  I  tell  you  what  it  is? 

C.  Yes,  sir. 

T.  Well,  it  is  the  name  of  what  grows  upon  each 
of  your  heads  ;  what  is  that  ? 

C.  Hair. 

T.  [Pointing  to  the  wordJ]  Look  at  the  word 
and  pronounce  it.  [The  children  repeat  the  word 
several  times  after  the  teacher. ~]  Now,  children,  can 
you  tell  me  what  the  hair  on  your  head  is  good  for  ? 

A  Little  Boy.  To  keep  our  heads  warm. 

T.  That  is  a  brave  answer.  God  makes  hair 
grow  to  cover  our  heads  and  keep  them  warm. 
Now,  can  you  tell  me  anything  else  that  hair  is 
good  for?  Think  a  minute.  [Children  think,  hut 


12  OBJECT   LESSONS. 

can  not  answer.}  Well,  if  John  hadn't  any  liair  on 
his  head,  would  he  look  as  well  as  he  does  now? 

C.  No.  sir. 

T.  "Well,  then,  besides  keeping  our  Heads  warm, 
hair  is  pleasant  to  look  at.  Hair  is  beautiful. 
[The  children  all  repeat.'}  Hair  is  beautiful. 

T.  Now,  then,  let  us  talk  about  the  color  of  hair, 
"What  is  the  color  of  Henry's  hair?  [Pointing  to  a 
boy.} 

C.  It  is  black. 

T.  What  is  the  color  of  William's  hair? 

C.  It  is  light. 

T.  What  is  the  color  of  Anna's  hair? 

G.  Brown,  sir. 

T.  Yes,  and  Thomas'  hair  is  auburn  and  Jamee' 
is  sandy  and  Helen's  is  light  brown.  Now  tell  me 
what  the  color  of  your  grandfather's  hair  is. 

A  Boy.  Gray. 

T.  Now  repeat  all  these  names  of  colors  after  me. 

Black,  Light,  Brown,  Auburn,  Sandy,  Light- 
brown.  [Teacher  now  prints  the  words  of  one  syl- 
lable on  the  hoard  in  a  column  and  makes  the  chil- 
dren repeat  them  after  him  until  they  are  familiar 
with  the  form  of  each.} 


LESSON    II, 

Teacher.  Well,  children,  do  you  remember  what 
we  talked  about  yesterday  ? 

Children.  "Yes,  sir;  we  talked  about  hair. 


EYE    CULTURE.  13 

T.  Very  well.  To-day  we  will  talk  about  tlie 
eyes.  [Prints  the  word  EYES  upon  the  board, 
^ints  to  it,  and  makes  them  repeat  it  several  times.'} 
Now,  can  you  tell  me  what  your  eyes  are  good  for? 

C.  Good  to  see  with. 

T.  Yery  well.  Can  you  think  of  anything  else 
they  are  good  for?  When  a  boy  is  angry,  do  his 
eyes  look  just  as  they  do  when  he  is  pleased  and 
good-natured  ? 

C.  No,  sir. 

T.  When  a  little  girl  cries,  do  her  eyes  look  just 
as  they  do  when  she  smiles? 

C.  No,  sir. 

T.  Well,  then,  our  eyes  are  good  to  show  our 
feelings.  When  a  little  boy  feels  happy,  I  can  see 
it  in  his  eyes.  When  he  has  trouble,  I  can  see  it  in 
in  his  eyes  too.  Whether  he  is  kind  and  pleasant, 
or  sour  and  surly,  it  all  shines  out  from  his  eyes. 
Now,  what  do  you  call  these  little  shutters  that 
close  over  your  eyes  when  you  sleep  and  open  when 
you  wake  ? 

C.  Eyelids. 

T.  Well,  think  now  what  your  eyelids  are  good 
for.  George,  suppose  you  had  no  eyelids  at  all 
and  you  were  obliged  to  sleep  with  your  eyes  wide 
open,  would  any  harm  come  of  it? 

George.  Yes,  sir ;  things  would  get  into  my  eyes 
and  hurt  them. 

T.  Yes,  indeed ;  and  when  you  were  awake,  the 
dust,  and  snow,  and  everything  that  is  floating  in 


14  OBJECT    LESSONS. 

the  air  would  be  driven  into  your  eyes  and  they 
would  soon  be  spoiled.  So  you  see  the  eyelids  are 
good  to  keep  the  eyes  safe  from  all  harm.  What 
are  the  eyelids  good  for? 

C.  To  keep  the  eyes  safe  from  all  harm. 

T.  Yes ;  and  those  fringes  of  hair  that  you  have 
on  the  edges  of  your  eyelids,  what  are  they  called  ? 

C.  Eyelashes. 

T.  Well,  eyelashes  help  to  keep  the  dust  out  of 
your  eyes  too.  Now  tell  me  what  is  the  shape  of 
your  eyes. 

C.  Eound  like  a  ball. 

2\  Let  us  next  see  whether  your  eyes  are  set  in 
the  best  place  for  seeing  things.  Look  at  Thomas' 
eyes  and  tell  me  what  part  of  his  face  they  are  in. 
You  see  that  they  are  placed  just  under  his  forehead 
and  one  on  eacli  side  of  his  nose.  You  see  each 
eye  is  set  in  a  large  hole  and  can  turn  every  way  to 
look  at  things.  Now,  if  anybody  should  strike 
Thomas  on  this  part  of  his  face  with  a  club  [placet, 
a  ruler  across  his  eyes],  would  he  hit  his  eyes  or 
his  nose  and  forehead  ? 

C.  Hit  his  nose  and  forehead. 

T.  So  you  see  the  bones  of  the  nose  and  forehead 
stand  out  beyond  the  eyes  and  keep  them  from 
being  hurt  by  a  blow.  How  many  things,  have  I 
said,  keep  the  eyes  safe  from  harm? 

C.  Four. 

T.  What  are  they  ? 

C.  Eyelids,  eyelashes,  nose,  and  forehead. 


EYE    CULTURE.  15 

LESSON    III. 

Teacher.  Let  us  see,  to-day,  if  we  could  find  as 
good  a  place  for  them  anywhere  else.  Suppose,  for 
instance,  your  eyes  were  put  in  the  back  of  your 
head  instead  of  the  front,  what  would  you  gain 
by  it? 

Charles.  I  could  see  behind  me  without  turning 
my  head  around. 

T.  True,  but  you  could  not  see  before  you ;  and 
which  way  does  a  boy  want  to  see  most?  Of 
course  the  way  he  walks,  or  he  would  stumble  over 
everything  in  his  way ;  and  then,  again,  if  your 
eyes  were  in  the  back  of  your  head,  you  could 
never  see  to  eat.  Would  your  eyes  be  as  safe 
from  hurt  in  the  back  of  your  head  as  where  they 
are? 

Children.  No,  sir. 

T.  Think  hard  and  tell  me  what  danger  a  boy's 
eyes  would  be  in  if  they  were  set  in  the  back  of  his 
head. 

Charles.  Every  time  he  bumped  his  head  behind, 
he  would  knock  his  eyes  out. 

T.  Well,  what  else  ? 

Mary.  His  hair  would  get  in  his  eyes  and  make 
him  blind. 

George.  Every  time  his  mother  combed  his  hair, 
she  would  scratch  his  eyes  out. 

T.  Very  well ;  now,  would  it  be  better  to  have 
his  eyes  in  his  hands?  Then,  by  turning  his  hands 


16  OBJECT    LESSONS. 

he  could  see  every  way.  But  if  he  tried  to  feel  of 
anything,  what  would  happen  to  his  eyes  1 

Mary.  He  would  put  them  out. 

T.  If  he  went  to  catch  a  ball,  what  then  ? 

C.  It  would  come  pat,  right  into  his  eyes. 

T.  What  if  he  went  to  shake  hands  with  anybody  ? 

C.  It  would  put  his  eyes  out. 

T.  So  we  find  there  could  be  no  better  place  foi 
the  eyes  than  where  they  are.  Now,  let  me  pee  if 
you  can  tell  the  color  of  each  pair  of  eyes  in  the 
class.  Arthur,  come  here  and  stand  where  the 
light  will  shine  into  your  face.  Now,  little  people, 
all  look  at  his  eyes ;  what  color  are  they  ? 

C.  Black,  sir. 

T.  [Prints  the  word  BLACK  plainly  on  tin 
board  and  makes  the  children  look  at  and  repeal 
it.']  John,  come  here,  and  let  the  rest  look  at  your 
eyes.  What  color  are  John's  eyes,  children? 

C.  Blue,  sir. 

T.  [Prints  the  word,  makes  them  repeat  it,  and 
keeps  their  attention  upon  it  until  they  are  per- 
fectly familiar  with  its  form.]  Look  carefully. 
Are  John's  eyes  light  blue  or  dark  blue,  Thomas? 

Thomas.  Light  blue. 

T.  Very  well.  [Prints  LIGHT  BLUE  and  makes 
them  repeat  it  many  times,  as  'before.']  Now,  Anna, 
we  will  look  at  your  eyes.  What  color  are  Anna's 
eyes? 

All.  Blue. 

T.  Yes ;  but  you  see  they  are  a  different  kind  of 


EYE    CULTURE.  17 

blue  from  John's.  Are  Anna's  eyes  light  blue  or 
dark  blue  ? 

C.  Bark  blue. 

T.  Right.  "We  will  print  the  words  and  practice 
them  awhile.  Now,  we  will  see  what  is  the  color 
of  Hose's  eyes.  ^What  is  it? 

C.  Brown. 

T.  Right.     We  will  print  and  practice  again. 


LESSON    IV. 

Teacher.  To-day,  children,  we  will  have  a  lesson 
on  noses.  First,  let  us  print  the  word  on  the  board 
and  pronounce  it  until  we  know  it  thoroughly. 
Very  well.  Now  we  will  name  some  of  the  parts 
of  the  nose.  This  long  part,  just  below  where  your 
nose  meets  your  forehead,  is  called  the  bridge  of  the 
nose.  "What  is  this  part  called,  children  ? 

Children.  The  bridge  of  the  nose. 

T.  And  the  end  here  is  called  the  tip  of  the  nose. 
What  is  it  called  ? 

C.  The  tip  of  the  nose. 

T.  And  these  two  holes  nere  are  called  the  nos- 
trils. What  are  they  called  ? 

C.  The  nostrils. 

T.  Repeat  all  the  names  of  the  parts  I  have  given 
yon.  [Prints  them.~] 

C.  The  bridge  of  the  nose,  the  tip  of  the  nose, 
and  the  nostrils. 

T.  [After  making  the  children  repeat  the  words 


18  OBJECT    LESSONS. 

until  they  are  perfectly  familiar  with  the  printed 
forms.']  Shall  I  tell  you  next  something  about  the 
different  kinds  of  noses  which  different  people  have  I 
First,  a  very  small,  short  nose,  with  a  blunt  tip  liko 
this  [draws  a  profile"],  is  called  a  pug  nose.  What 
is  it  called? 

C.  A  pug  nose. 

T.  And  a  nose  that  is  straight  from  the  forehead 
to  the  tip,  like  the  one  in  this  [draws  a  profile],  is 
called  a  Grecian  nose.  "What  is  a  straight  nose 
called  ? 

C.  A  Grecian  nose. 

T.  And  a  nose  that  is  curved  from  the  place 
where  it  meets  the  forehead  to  the  tip,  like  the  nose 
in  this  face,  is  called  a  Roman  nose.  What  is  a 
curved  nose  called  ? 

C.  A  Roman  nose. 

T.  Now  repeat ;  a  small,  blunt  nose  is  called  what? 

C.  A  pug  nose. 

T.  A  nose  that  is  straight  from  the  forehead  to 
the  tip  is  called  what? 

C.  A  Grecian  nose. 

T.  A  nose  that  is  curved  from  the  ivrehead  to 
the  tip  is — 

C.  A  Roman  nose. 

T.  Now  for  a  reading  lesson.  [Prints  on  tlw 
1x)ard^\ 

THIS   BOY    HAS    A    PUG    NOSE. 
THIS   MAN    HAS    A    STRAIGHT   NOSE 
THAT    GIRL    HAS    A  ROMAN  NOSE. 


EYE    CULTURE.  19 


LESSON    V. 

Teacher.  You  may  next  tell  me  what  the  nose  is 
good  for. 

Children.  Good  to  smell  with. 

T.  Is  it  good  for  nothing  else  ?  Shut  your 
mouths  tight.  Now,  how  do  you  breathe  ? 

C.  Through  our  noses. 

T.  What  else,  then,  besides  smelling,  is  the  nose 
good  for  ? 

C.  Good  to  breathe  through. 

T.  Well,  then,  we  will  print  and  read — 

THE   NOSE   IS    GOOD    TO    SMELL   WITH. 

THE   NOSE   IS    GOOD   TO    BREATHE   THROUGH. 

We  will  now  inquire  whether  the  nose  is  put  on 
right.  Where  are  your  noses  placed  \ 

C.  In  the  middle  of  our  faces. 

T.  Well;  and  you  see  the  nostrils  are  placed  right 
over  the  mouth.  Can  you  tell  the  reason  of  that  ? 
I  will  tell  you.  They  are  so  placed,  that  when  we 
go  to  put  any  bad  food  into  our  mouths,  we  may 
find  out  that  it  is  bad  by  the  smell.  For  instance, 
if  we  were  going  to  eat  a  bit  of  meat  that  was  hurt 
from  being  kept  too  long,  how  should  we  find  out 
that  it  was  hurt  \ 

C.  By  the  bad  smell. 

T.  Yes  ;  and  as  the  meat  is  raised  to  the  mouth, 
then  the  nostrils  have  just  the  place  to  catch  the 


20  OBJECT    LESSONS. 

bad  odor.  The  nose,  then,  holds  a  sort  of  guard  or 
watch  over  the  mouth  to  keep  things  that  are  hurt- 
ful out  of  it.  "Who  can  give  another  reason  for  the 
nose  being  placed  as  it  is  ?  In  the  summer,  you 
know,  thousands  of  flowers  spring  up  out  of  the 
ground  and  open  their  leaves  to  the  sun,  and  nearly 
every  flower  has  an  odor.  Is  the  smell  of  a  flower 
pleasant  or  unpleasant  ? 

C.  Pleasant. 

T.  Well,  all  the  flowers  in  the  fields  and  woods 
and  gardens  send  out  pleasant  odors ;  can  you 
guess  whether  these  odors  go  down  toward  the 
earth  or  rise  into  the  air  ? 

C.  They  rise  into  the  air. 

T.  Very  well,  then,  the  nose  is  so  placed  that  it 
can  catch  the  odors  as  they  rise.  Why  are  the 
nostrils  placed  where  they  are  ? 

C.  To  catch  the  pleasant  odors  of  flowers, as  they 
rise. 

T.  If  the  nose  were  turned  the  other  side  up, 
could  it  catch  the  smell  of  flowers  as  well  ? 

C.  No,  sir. 

T.  Can  you  think  of  anything  we  should  gain  if 
our  noses  were  put  on  the  other  side  up  ? 

Susan.  We  could  take  snuff  better. 

T.  Yes ;  but  snuff-taking  is  a  very  untidy  habit 
and,  besides,  it  is  bad  for  our  health.  Can  you 
think  of  anything  else  we  should  gain  by  having 
our  noses  the  other  side  up  ? 

C.  No,  sir. 


EAIl    CULTtT»iE.  21 

T.  Can  you  think  of  any  harm  that  would  come 
of  it  ? 

George.  When  it  snowed  or  rained  it  would  fall 
into  our  noses  and  make  us  sneeze. 

T.  Eight;  you  would  be  obliged  to  have  a  lid 
put  on  to  keep  the  snow  and  rain  out.  So  you  see, 
nothing  about  the  nose  could  be  changed  for  the 
better. 


LESSON    VI. 

Teacher.  Our  next  lesson  is  the  mouth  and  first 
we  will  name  all  the  parts.  What  are  these  called  ? 

Children.  Lips. 

T.  [Prints  the  words  LIP  and  LIP s, and  makes 
the  class  pronounce  until  they  are  quite  familiar 
with  the  form*.]  Now,  what  is  the  name  of  these  ? 

C.  Teeth. 

T.  [Prints  the  words  TOOTH  and  TEETH, tf«<2 
makes  them  pronounce  in  the  same  manner.]  Now, 
what  is  the  name  of  this  ? 

O.  Tongue. 

[The  teacher  prints  the  word  TONGUE,  and  makes 
them  pronounce  in  t/Lt  same  manner.] 


LESSON    VII. 

Teacher.  Now,  let  us  talk  about  the  lips.  What 
are  the  lips  used  for  5  There  is  a  little  girl  smiling. 
How  can  you  tell  when  she  smiles?  Is  it  not  by 


22  OBJECT    LESSONS. 

the  shape  of  her  lips  ?  You  see  they  are  open  a 
little  and  turned  up  at  the  corners.  She  smiles 
with  her  lips  ;  what,  then,  are  the  lips  used  for  ? 

Children.  Used  to  smile  with. 

T.  Well ;  are  they  good  for  anything  else  ?  If  a 
man  had  no  lips,  his  teeth  would  always  be  bare 
and  his  face  wouldn't  be  a  pleasant  thing  to  look 
at,  would  it  ? 

C.  No,  sir. 

T.  But,  as  we  all  have  lips,  they  hide  our  teeth, 
except  when  we  talk  or  smile  or  laugh.  What  else, 
then,  are  the  lips  good  for  ? 

Charles.  Good  to  cover  our  teeth. 

T.  Yes ;  are  they  good  for  something  else  still  ? 
When  we  talk  we  make  a  good  many  sounds  with 
our  lips.  Say  paper ,  all  of  you. 

C.  Paper. 

T.  What  did  you  pronounce  the  word  with  ? 

C.  With  our  lips. 

T.  What  else,  then,  are  the  lips  good  for  ? 

C.  Good  to  talk  with. 

BEADING    LESSON. 

OUK   LIPS    ARE    RED. 

WHAT   ARE   THE    LIPS    USED   FOR? 

THE   LIPS    ARE    USED    TO    SMILE   WITH. 

WHAT   ELSE   ARE   THE   LIPS    USED   FOR? 

THE   LIPS    ARE   USED   TO   HIDE   THE   TEETH. 

WHAT   ELSE   ARE   THE   LIPS   USED   FOR  'i 

THE   LIPS    ARE    GOOD    TO    TALK    WITH. 


EAR    CULTURE.  23 

LESSON    VIII. 

Teacher.  Now  let  us  have  a  talk  about  the  teeth. 
Can  any  little  boy  tell  us  how  many  teeth  he  has  ? 
Well,  I  will  tell  you.  About  twenty-eight.  How 
many  teeth  have  we  ? 

Children.  Twenty-eight. 

T.  Well,  these  teeth  in  front  are  called  single 
teeth,  and  these  larger  teeth  back  are  called  double 
teeth.  What  are  these  front  teeth  called  & 

C.  Single  teeth. 

T.  And  the  back  ones  ? 

C.  Double  teeth.- 

T.  Which  would  you  use  to  bite  off  a  piece  of  an 
apple  with,  the  single  teeth  or  the  double  teeth  ? 

(7.  The  single  teeth. 

T.  Which  would  you  chew  the  piece  of  apple 
with,  the  single  teeth  or  the  double  teeth  ? 

C.  The  double  teeth. 

T.  Yes ;  you  see  the  double  teeth  are  large  and 
blunt,  so  that  they  can  grind  up  the  food,  while  the 
single  teeth  are  sharp  for  biting  off  things  that  are 
good  to  eat.  Now  tell  me  what  the  double  teeth 
and  the  single  teeth  are  good  for. 

C.  The  single  teeth  are  good  for  biting  off  food, 
and  the  double  teeth  are  good  for  chewing  it. 

T.  Let  us  now  see  if  there  is  anything  else  the 
single  teeth  are  good  for.  Pronounce  the  word 
favor. 

C.  Favor. 


OBJECT    LESSONS. 


T.  How  do  you  make  this  word  ? 
C.  With  our  upper  teeth  and  under  lip. 
T.  So,  you  see,  we  use  the  front  teeth  to  help  na 
talk,  as  well  as  the  lips. 


LESSON    IX. 

Teacher.  Our  next  lesson  shall  be  about  the 
tongue.  What  is  the  color  of  your  tongue? 

Children.  Red. 

T.  When  you  are  sick,  what,  is  its  color? 

C.  White. 

T.  What  is  the  tongue  good  for? 

C.  Good  to  taste  with. 

T.  Yes.    What  is  the  end  of  your  tongue  called  ? 

C.  The  tip. 

T.  Yes.  See  what  an  active  thing  the  tongue  is. 
The  tip  of  it  is  always  wandering  about  to  every 
part  of  the  mouth,  sometimes  touching  the  front 
teeth,  sometimes  the  roof  of  the  mouth,  and  it  occa- 
sionally runs  out  to  wet  the  lips  when  they  get  too 
dry.  But,  besides  all  this,  the  tongue  has  other 
important  business  to  attend  to.  The  fact  is,  we  do 
most  of  our  talking  with  this  little  instrument. 
Say  teeth,  all  of  you. 

C.  Teeth. 

T.  What  did  you  say  it  with  ? 

C.  Our  tongues. 


EAR    CULTURE.  25 

T.  Where  did  you  put  your  tongues  in  order  lo 
Ray  teeth  f 

C.  Against  the  roof  of  our  mouths,  just  back  of 
our  front  teeth. 

T.  Right.  And  you  do  the  same  thing  in  saying 
many  other  words. 

[Let  the  children  pronounce  the  following  ivorcls, 
to  show  them  the  use  of  the  tongue  J] 

TATTLE     DATE      THAT       INDITE 
TRADE     TATTER    THOSE      DAUGHTER 
DO         TATTOO     DOLLAR    DEAL. 


LESSON    X. 

Teacher.  Now,  how  many  things  have  we  talked 
about, that  belong  to  the  month? 

Children.  Three — lips,  teeth,  and  tongue. 

T.  There  is  one  more  that  we  use  to  taste  and 
talk  with.  It  is  called  the  palate.  It  is  like  the 
tongue  in  color  but  not  in  shape.  It  is  placed  so 
far  back  in  the  mouth  that  we  can  not  see  it  with- 
out a  little  trouble.  It  lies  just  behind  the  roots 
of  the  tongue,  just  where  the  throat  begins.  We 
taste  everything  we  swallow  with  the  palate,  and, 
as  I  told  you  before,  we  use  the  palate  when  we 
talk.  Say  cake,  all  of  you. 

C.  Cake. 

T.  Now  where  did  you  make  the  word  \ 

G.  Buck  in  our  mouths. 
2 


2C  OBJECT    LESSONS. 

T.  Now  all  say  hack.    [Children  repeat.]    Where 
did  you  make  that  word? 

C.  In  the  back  part  of  our  mouths. 

T.  Well,  then,  you  made  it  with  your  palate. 


LESSON    XI. 

Teacher.  To-day  we  will  pronounce  words  with 
our  lips,  tongue,  and  palate.  Say  puppy.  [Chil- 
dren repeat."]  What  did  you  say  that  word  with? 

Children.  With  our  lips. 

T.  Well,  we  will  write  a  column  or  two  of  words 
to  pronounce  with  our  lips. 

PUFF       BOO        FAVOK     VAPOR 
PAVE      MOP       BABY      PAPA 
PA         PEPPEK    PAPEK     PUPPY. 

[These  words  should  he  printed  in  columns,  so 
that  the  pupils  may  learn  their  forms  while  they  are 
thoroughly  drilled  in  pronouncing  them.  No  exer- 
cise will  more  effectively  cure  those  habits  of  defective 
articulation  which  most  children  have  acquired  at 
this  age.  At  the  same  time  they  will  learn  the  use 
of  these  organs  in  reading.  The  above  is  our  first 
lesson  in  elocution.'] 


LESSON    XII. 

Teacher.  This  morning,  children,  let  us  see  what 
words  we  can  make  with  the  tongue.     [Prints  tht 


EAR    CULTURE.  27 

word  TALL  on  the  hoard.]  Put  your  tongue  against 
the  roof  of  your  mouth,  near  the  front  teeth.  Now 
say  tall,  all  of  you  together,  when  I  make  the  signal. 

Children.  Tall,  Tall,  Tall. 

T.  How  did  you  speak  the  word  ? 

C.  With  our  tongues. 

T.  Very  well.  Let  us  next  see  what  tongue- 
words  we  can  find  for  practice.  Pronounce  and 
repeat  very  distinctly.  [Teacher prints J] 


TEA 

SAT 

JADE 

TROTH 

DAY 

CENT 

JAR 

DOLLAR 

TROT 

TALL 

JOLLY 

TELLER 

DATE 

LANE 

DOLL 

TALLOW 

SAID 

TENT 

TOOTH 

DULLNESS 

SOUL 

DINT 

TEETH 

STROLLER. 

LESSON    XIII. 

Teacher.  You  remember,  children,  we  found  the 
palate  in  the  back  part  of  the  mouth,  just  beyond 
the  root  of  the  tongue.  You  remember  I  told 
you  that  we  use  the  palate  to  taste  the  food  that 
we  swallow.  Did  I  tell  you  what  else  we  do 
with  it? 

Children.  Yes,  sir;  we  talk  with  it. 

T.  Yery.well.  We  will  practice,  to-day,  on 
words  that  we  make  with  the  palate  [Print  and 
make  the  class  repeat  and  re-repeat  in  concert  the 
following!} 


28  OBJECT    LESSONS. 

GUY 
GO 
COW 
GAG 


KEG 

CAKE 

GAGGING 

KICK 

GIG 

KICKING 

COOK 

GAWK 

COOKING 

COG 

GAWKY 

CRACKING. 

LESSON    XIV. 

REMARKS. — The  teacher  will  notice  here  that  a 
dot  (*)  placed  over  a  consonant, denotes  a  pure  con- 
sonant sound,  which  is  to  be  enunciated  by  contact 
of  the  organs  of  speech,  and  without  the  aid  of  a 
vowel  sound. 

If  the  teacher  is  not  accustomed  to  this  mode  of 
uttering  the  pure  consonants,  he  can  make  himself 
familiar  with  it, by  a  little  careful  practice. 

The  author  has  found  by  repeated  trial  that  chil- 
dren learn  to  make,  with  great  facility,  all  the  pure 
elementary  sounds,  and  that  they  can  easily  be 
taught  to  combine  these  into  spoken  words  before 
they  have  learned  the  alphabet  of  characters. 

In  fact,  it  is  only  by  this  means  that  we  can  give 
the  written  alphabet  any  meaning  for  the  pupil, 
when  he  first  attempts  to  learn  it. 

Great  care  should  be  taken,  in  giving  these  les- 
sons, that  the  class  repeat  each  exercise  until  all  the 
pupils  can  make  every  sound  and  combination 
which  it  contains,  readily  and  perfectly.  We  shall 
place  the  usual  marks  over  the  vowels 


EAR    CULTURE.  29 

Teacher.  We  will  now  make  some  other  sounds 
that  are  neither  lip  sounds,  nor  tongue  sounds,  nor 
palate  sounds,  but  are  made  with  the  mouth  open. 
Listen,  a  a  a  a  a.  Repeat. 

Children,  aaaaaaaa. 

T.  How  was  that  sound  made  ? 

C.  With  the  mouth  open. 

T.  What  shall  we  call  the  sounds  that  are  made 
with  the  mouth  more  or  less  open  ?  Will  you 
remember  if  I  tell  you  ? 

C.  We  will  try,  sir. 

T.  Well,  then,  sounds  made  with  the  mouth  open, 
are  vowel  sounds  or  vowels.  What  are  they  ?  ^ 

C.  Vowel  sounds  or  vowels. 

T.  What  is     a     a     a     a  ? 

C.  a     a     a     is  a  vowel  sound. 

T.  Now  try  another  vowel  sound,    e    e    e    6    6. 

C.  e     e     e     e     e. 

T.  Eepeat     e     e     e. 

C.  e     e     e. 

T.  What  is  e,  then  ? 

C.  e  is  a  vowel  sound. 

T.  Now  say    I    I    I    i    L 

0.  I    I    I     1    !    I    i. 

T.  What  is  I  ? 

C.  A  vowel. 

T.  Why? 

C.  We  made  it  with  our  mouths  open. 

T.  Next  say     6     6     6     6    6. 

C.   6     6      6      6      6      6      o. 


30  OBJECT    LESSONS. 

T.  What  is  6? 

C.  A  vowel  sound. 

T.  Now  make  Q     u     u     u     u. 

C.   u     u     Q     u     u     u     0. 


LESSON     XV. 

LIP    SOUNDS. — P. 

Teacher.  Now,  children,  we  will  try  to  learn 
separately, the  sounds  we  make  witli  our  lips,  and 
we  will  practice  them  so  carefully  that  each  one  can 
make  them  without  help.  Will  you  try  hard  ? 

Children.  Yes,  sir. 

T.  Well,  then,  every  time  I  touch  the  table  with 
my  finger,  all  say  Pie. 

"C.  Pie,  Pie,  Pie. 

T.  What  do  you  make  the  beginning  of  the  word 
with? 

C.  With  our  lips. 

T.  Now  listen.  We  will  call  every  sound  which 
we  make  with  our  lips, a  lip  souud.  What  shall  we 
call  sounds  made  with  the  lips  ? 

C.  Lip  sounds. 

T.  We  will  now  try  to  make  the  lip  sound  that 
pie  begins  with  alone.  [Teacher  makes  the  sound 
represented  by  [^without  the  vowel.]  Make  the  same 
found. 

c.  p  i>  p  p. 

T.  What  kind  of  a  sound  is  p? 
C.  A  lip  sound. 


EAR    CULTURE.  33 

T.  Make  it  again. 

C.  p     p    p     p. 

T.  Very  well.     Say     a     a     a     a. 

C.  a     §.     a     a. 

T.  Now  say  p-a. 

C.  p-a. 

T.  Again — p-a  pa,     p-a  pa. 

C.  p-a  pa,     p-a  pa. 

T.  Now  pronounce     e     e     e"     6. 

C.  e     e     e     e. 

T.  Now  —  p-e  pe,     p-e  pe. 

C.  p-e  pe,     p-e  pe. 

T.  Repeat  —  p-e  pe,     p-e  pd. 

C.  p-e  pe,     p-e  pe. 

T.  Now  pronounce    I     I    T    L 

a  i  i  i  i. 

T.  Now — p-I  pi,     p-I  pi. 
C.  p-I  pi,    p-I  pi. 
T.  Now  — 6     6     660. 
£  6     6     6     6     p. 

T.  Now  —  p-6  po,     p-6  pd. 

C.  p-6  po,     p-6  po. 

T.  Now  — u     u     u     u     u     U. 

C.  o    u    u    o    a. 
T.  p-u  pu,    p-u  pu. 
C.  p-u  pu,     p-u  pu. 


82  OBJECT    LESSONS. 

LESSON    XVI. 

LIP    SOUNDS.  -  B   AND   V. 

Teacher.  We  will  try  another  lip  sound.  Make 
this  sound  as  I  do  —  b  b  b  b.  Notice  that  b 
is  made  with  the  lips  tightly  closed.  Try  it  now  — 
b  b. 

Children,  b     b     b     b. 

T.  Eight.     What  kind  of  a  sound  is  b? 

C.  A  lip  sound. 

T.  Why? 

C.  We  made  it  with  our  lips. 

T.  Well.     Next,  all  sound  after  me  —  a     e. 


C.  a 

e. 

T.  a 

e 

T. 

a  a 

e 

I. 

T.  a 

e 

I     6. 

a  a 

e 

I     6. 

T.  a 

e 

I      0 

a  a 

e 

I     6 

u. 
u. 

T.  You  see  that  we  make  all  these  sounds  witk 
the  mouth  open.     What  are  they  ? 
C.  Vowels. 
T7.  Now  spell  with  me  — 

b-a  ba 
b-e  be 
b-I  bl 
b-6  bd 
b-u  bft. 


EAR    CULTURE.  33 

T.  Try  another  sound  which  is  a  good  deal  like 
the  last  one — v  v  v  v.  This  sound  is  made  by 
pressing  the  upper  teeth  hard  on  the  under  lip. 
What  is  it,  then  ? 

C.  A  lip  sound. 

T.  Make  it  in  this  way  —  v     v     v     v     v. 

C.  v     v     v     v. 

T.  Once  more  —  v     v     v     v. 

C.  v     v     v      v. 

T.  Now—  v-a     va 

V-g       Vg 

v-r     v' 

v-6     vd 
v-u     vu. 

\The  teacher  sftould  have  the  class  review  tkt 
above  exercises  until  the  children  are  quite  familiar 
with  them*] 


LESSON    XVII, 

LIP    SOUNDS. — F,    M. 

Teacher.  Let  us  make  a  new  lip  sound.  You  see 
[  put  my  teeth  against  my  under  lip — f  f  f  f  f. 
Try  it. 

C.  f    f    f    f    f    f    f. 

T.  Again. 

c.itttit 

2* 


34  OBJECT   LESSONS. 

T.  Now  pronounce  after  me  — 

f-a  fa 

t-e  fe 

f-I  f! 

t-o  fo 

i-u  fa. 

T.  Take  another  lip  sound  made  l>y  holding  the 
lips  closed  —  in    m    in     in.     Now. 
C.  m    m    m     m. 
T.  After  me  say — 

iii-a  ma 

m-e  me 

m-i  m! 

m-6  mo 

m-u  mu. 


LESSON    XVIII, 

•       • 

LIP   SOUNDS. — W,    WH. 

Teacher.  In  this  lesson  I  will  give  yon  two  more 
lip  sounds.  The  first  is  w  w  w  w  w.  Look 
at  my  lips  as  I  sound  it.  w  w  w.  Now. 

Children,  w     w     w     w     w     w     w. 
T.  Again. 

C.  w     w     w     w    w. 


EAR    CULTURE.  35 

T.  Spell  with  me  — 

w— a     wa 

w-e  w6 

w-T  wi 

w-o  wo 

w-u  wu. 

T.  The  next  sound  is  like  the  last,  only  a  little 
rougher — wh      wh      wh      wh.     Look — wh      wh. 
C.  wh      wh      wh      wh. 
T.  Now  with  me  — 

wh-a     wha 

wh-e     whe 

wh-I      win 

wh-6     who 

wh-u     whu. 


LESSON    XIX. 

TONGUE   SOUNDS. T,    D. 

Teacher.  Our  next  exercise  will  be  on  some  of 
the  sounds  which  we  make  with  the  tongue.  They 
are  easy  to  make.  Make  t  t  t  t. 

Children,   t     t     t     t     t     t. 

T.  Now  with  me  — 

t-a  ta 

t-6  te 

t-I  ti 

t-6  t(5 

t  u  tu. 


I 

36  OBJECT    LESSONS. 

T.  The  next  tongue  &ound  is     d    d    d    d    d. 

C.  d    d    d     d    d    d. 

T.  Now-  d-a  da 

d-e  d6 

d-I  dl 

d-6  do 

d-u  du. 


LESSON    XX. 

TONGUE    SOUNDS. S,    Z. 

Teacher.  Say     ssssssssss. 

Children,  ssssssss. 

[This  sound  should  be  made  quick  and  short.^ 

s-a     sit 

s-e     se 

s-I      si 

s-6     so 

8— U       SU. 

T.  Say     z    z    z    z    z  z. 

6T.  z    z    z    z    z    z    z  z    z. 

J7.  Now —  z-a  za 

z-6  ze 

z-i  zi 

z-6*  z6 

z-u  zu. 


EAR    CULTURE  37 


LESSON   XXI. 

TONGUE   SOUND8. — N,   L. 

Teacher,  n     n     n     n  n. 

Children,  n     11     n      n      n. 

T.  Now  —  n-a  na 

n-6  116 

u-I  ni 

n-6  no 

n-u  nu. 

T.  \  \  \  \  \  \. 
C.\  \  \  \  \  \. 
T.  Now-  -  1-a  la 

1-e    le 

l-I      l! 
1-0     16 
U     lu. 


LESSON    XXII. 

TONGUE   SOUNDS. TH    BOUGH,    TH    SMOOTH. 

Teacher.  I  will  give  you  two  more  tongue  sounds 
to-day,  children.  Pronounce  the  word  Thin. 

Children.  Thin,  Thin,  Thin. 

T.  Listen  while  I  make  the  sound  that  the  word 
thin  begins  with — th  th  th  th  th.  Now  all 
try. 

c.  th   th   tii    th   tii    tii. 


38  OBJECT    LESSONS. 

T.  Spell—  th -a    tha 

th-e     the 

th-I      thi 

th-6     tho 

th-Q     thu. 

T.  Next  pronounce  Then,  Then,  Then. 
C.  Then,  Then,  Then,  Then. 
T.  Very  well.     Let  us  try  the  sound  that  then 
begins  with  — th     th     th     th     th. 

c.  tii   th   th   th    tii   tii   tii. 

T.  Spell—  th-a  tha 

th-e  the 

th-I  tin 

th-o  tho 

t'h-u  thu. 


LESSON    XXIII. 

TONGUE   SOUNDS. SH,    CH    AS    IN    CHURCH. 

Teacher.  Imitate     sh     sh     sh     sh     sh     sh. 
Children,  sh     sh     sh     sh     sli     sh     sh. 
[This  sound  should  be  made  sJtort  and  quick. 

T.  Spell—  sh-a  sha 

sh-e  she 

sii-I  shl 

sh-6  sho 

sh-u  shu 


EAR  CULTURE.  39 


T.  Next  make  ch  ch  ch  ch. 

C.  ch  ch  ch  ch  ch. 

T.  Spell—  ch-a  cha 

ch-e  che 

ch-f  chi 

cb -o  cho 

ch-u  chu. 


LESSON    XXIV. 

TONGUE   SOUNDS.  -  J,    H. 

Teacher.  We  have  only  two  more  tongue  sounds 
to  make.     They  are  j  and  h.     Say    j    j     j    j     j- 
Children,  j    j     j     j     j     j     j     j. 
T.  Spell—  j-a    ja 


-o    jo 


T.  Now  the  other  —  h  h     h     h     h. 

C.  \\     h     h     h     h  h     h     h     h     h. 

T    Now  —  h—  a  ha 

h--e  he 

li-l  lil 

h-o  h6 

h-u  lift. 


40  OBJECT    LESSONS. 

LESSON    XXV 

THE  PALATAL  SOUNDS.  -  K,  G  HARD,  AS  IN  GET. 

Teacher.  We  have  come  at  last,  children,  to  tin 
palatal  sounds.  There  are  only  two  of  them  and 
so  we  can  easily  learn  them  very  thoroughly.  You 
remember  where  the  palate  is  ? 

Children.  Yes,  sir;  just  beyond  root  of  the 
tongue. 

T.  Well,  then,  say     k     k     k     k     k     k. 

akkkkkkkkkkk. 

T.  What  do  you  make  k  with  ? 

C.  With  our  palates. 

T.  What  is  it.  then  ? 

C.  A  palatal  sound. 

T.  Then  spell—  k-a  ka 
k-S  k6 
k-I  kl 
k-6  ko 
k-u  ku. 

9  T.  Now  make  another  palatal  sound  and  you  will 
have  the  last  one  of  all  the  sounds  we  make  when 
we  talk.  Say  g  g  g  g  g. 

&  g    g     &     g    £     g    * 

T.  Now  spell—      g-a    ga 


g-u     gu. 


BAK    CULTURE.  41 

LESSON    XXVI. 

SHORT    VOWEL    SOUNDS. 

Teacher.  Sound     £     &     a. 
Children,  a     a     a     a. 


r. 
a 

T. 

c. 

T. 
C. 
T. 
C. 

6 
6 
I 
I 
6 
6 
u 
u 

6 
6 
i 
i 
6 
6 
u 
u 

6. 
6 
1     l. 
I     l. 
6 
6 
u. 
u 

6     6. 

6     6. 

6. 

u. 

LESSON    XXVII. 

SHORT   VOWELS   AND   LIP    SOUNDS. 

[Exercise  the  class  as  in  the  foregoing  lessons.] 


a-p 

ap 

a-b 

ab 

a-v 

av 

*-P 

6p 

6-b 

eb 

6-v 

6v 

i-p 

IP 

i-b 

ib 

l-V 

IV 

6-p 

6p 

6-b 

6b 

6-v 

6v 

6-p 

up 

u-b 

ub 

a-v 

uv. 

LESSON   XXVIII. 

SHORT   VOWELS    AND    LIP    SOUNDS. 

a-f    af  a-m     am 

6-f     6f  6-m     6m 

I-f     If  I-m      im 

6-f    6f  6-m     6m 

fl-f    ftf  u-m     flm. 


42  OBJECT    LESSONS. 
LESSON    XXIX. 

SHORT  VOWELS    AND   TONGUE    SOUNDS. 

a-t     at  a-d     ad  a-s     as 

6-t     6t  6-d     6d  6-s     6s 

i-t      It  i-d      id  i-s      Is 

6-t     6t  6-d     6d  6-s     6s 

u--t    ut  iwi-d     ud  u-s    us. 


LESSON 

XXX. 

SHORT 

VOWELS    AND 

TONGUE 

SOUNDS. 

&-Z 

az 

a-n 

an 

a-1* 

ai 

6-z 

6z 

6-n 

6n 

M 

61 

l-Z 

1Z 

I-n 

in 

r-i 

11 

6-z 

6z 

6-n 

6n 

6-i 

61 

fi-z 

uz 

u-n 

Cm 

a-i 

ul. 

LESSON   XXXI. 

SHORT    VOWELS    AXD   TONGUE    SOUNDS. 
SMOOTH.  HARD. 


ft-th 

ath 

a-t'h 

ath 

ft-sli 

ash 

6-th 

6th 

6-th 

6th 

6-sh 

6sh 

i-th 

Ith 

I-th 

Ith 

I-sh 

Ish 

6-th 

6th 

6-th 

6th 

6-sn 

6sh 

a-th 

iith 

u-tii 

uth 

u-sh 

ush 

EAR    CULTURE.  43 

LESSON    XXXII. 

SHORT    VOWELS    AND   TONGUE    SOUNDS. 
OH    AS   IN   CHURCH 


a-ch 

ach 

a-j 

e-c'h 
i-c'h 
6-c'h 

Sch 
ich 
6ch 

H 

H 

a-ch 

uch 

u-j 

LESSON    XXXIII. 

BHORT    VOWELS    AND    PALATAL    SOUNDS. 

a-k  ak  a-g  ag 

6-k  6k  6-g  6g 

I-k  Tk  i-g  Tg 

6-k  6k  6-g  6g 

u-k  uk  u-g  ug. 

The  teacher  should  now  give  his  pupils  the  above 
consonant  sounds  combined  with  the  remaining 
vowels.  Such  are  a  in  fall,  6  in  move,  u  in  pull, 
on  in  house,  etc.,  etc.  Next,  words  of  three  sounds 
may  be  given  for  practice.  Those  words  which  have 
a  meaning  are  the  best,  e.  g.,  HAT.  MAT,  CAT,  etc. 


OBJECT    LESSONS. 


PART    SECOND. 


DRAWING  LESSONS  PREPARATORY  TO 
LEARNING  THE  ALPHABET. 

THE  teacher  may  now  give  specific  lesions  on 
form.  The  purpose  of  these  lessons  is  to  beget  in 
the  pupil  the  habit  of  attending  carefully  to  the 
shapes  of  the  various  objects  around  him.  Since 
curiosity,  which  is  so  strong  in  the  child,  seeks  its 
gratification  in  finding  new  forms,  it  is  the  more 
easy  and  natural  to  use  these  as  a  means  of  training 
his  eye  to  quickness  and  accuracy  of  observation. 

The  child  will  thus  be  prepared  for  learning  the 
alphabet  by  lessons  in  drawing.  Let  the  teacher  be 
mindful  also  that  in  giving  these  lessons  he  is  laying 
the  foundation  for  scholarship  in  all  those  sciences 
which  present  their  objects  to  the  eye.  Such  are 
Natural  History,  Botany,  Geology,  etc. 

Every  visible  object  is  bounded  by  lines  which 
enable  the  observer  to  determine  its  shape.  If 
these  lines  are  straight  or  curved,  the  shape  of  the 
object  is  regular;  if  broken,  the  shape  is  irregular. 
The  elements,  then,  of  form  are  lines,  straight, 
curved,  or  broken,  and  these,  therefore,  will  furnish 
the  material  for  our  first  lessons. 

Let  the  children  stand  at  the  blackboard,  crayon 


EYE    CULTURE 


45 


or  chalk  in  hand,  and  draw  each  line  from  a  model 
made  by  the  teacher.  Every  child  can  learn  to 
draw  at  a  very  early  age,  and  the  exercise  greatly 
increases  his  interest  in  other  objects  of  study. 


LESSON    I. 

PERPENDICULAR    LINES. 

Make  on  the  board  two  points,  one  being  six 
inches  above  the  other.  At  the  word  one  let  each 
pupil  make  the  lower  point ;  at  the  word  two,  the 
upper;  at  the  word  three,  all  draw  quickly  a  line 
from  the  upper  t/>  the  lower  point. 


(1) 


In  this  manner,  as  the  teacher  says  one,  two,  three; 
one,  two,  three,  additional  lines  are  drawn  in  con- 
cert, each  line  being  parallel  to  the  first. 

Now  reverse  the  process  and  at  the  words 


46 


OBJECT    LESSONS. 


two,  three,  all   make  the  upper  point;    then  the 
lower ;  then  draw  the  line  from  the  lower  upward. 

ID 


(2) 


LESSON    II. 

HORIZONTAL    LINES. 


At  the  word  one  make  a  point  in  concert;  two, 
another  point  six  inches  at  the  left ;  three,  draw  a 
straight  line  from  the  left  point  to  the  right. 
added  lines  should  be  parallel. 


EYE    CULTURE. 


Revei-se  the  process  and  draw  to  the  left  as  the 
teacher  repeats  one,  two,  three. 


LESSON    III. 

OBLIQUE    STRAIGHT    LINES. 


At  the  word  one  let  each  pupil  make  the  lower 
point;  at  the  word  two,  the  tipper  a  little  to  the 
right  of  the  lower;  at  the  word  three,  all  draw  a 
line  quickly  from  the  upper  to  the  lower  point. 


The  teacher   repeating   one,   two,  three,  let  the 
pupils  make  additional  parallel  lin< 


48 


OBJECT    LESSONS. 


LESSON    IV. 

OBLIQUE   LINES. 

At  the  word  one,  all  make  the  lower  point ;  at  the 
word  two,  the  upper  at  the  left ;  at  the  word  three, 
they  draw  a  line  rapidly  from  the  upper  to  the  lower 
point. 


The  teacher  repeating  one,  two,  three,  all  make 
additional  parallel  lines. 


LESSON    V. 

OBLIQUE    LINES. 


The  pupils  now  draw  the  lines  in  Lessons  III.  and 
IV.  from  the  lower  point  to  the  upper.  At  the 
word  one,  all  make  the  upper  point ;  at  the  word 
two,  the  lower  at  the  left;  at  the  word  three,  draw 


EYK     CULTUKK.  49 

the  line  from  the  lower  to  the  upper  point.     Make 
additional  lines  in  the  same  manner. 


In   the  same  way  draw  lines  upward,  with  the 
lower  point  at  the  right. 


LESSON    VI. 

BROKEN    LINES. 

A  broken  line  is  composed  of  two  or  more  straight 
iines  at  angles  to  each  other. 
The  class  draw  them  as  follows : 
A.t  the  word  one,  a  point;  twc>,  a  point  below  at 
3 


50  OBJECT    LESSONS. 

the  left;  three,  a  point  above  at  the  left;  at  the 
word  four,  draw  a  line  from  3  to  2 ;  at  the  word 
Jive,  from  2  to  1. 


Draw  numerous  lines  in  the  same  way,  keeping 
them  parallel  to  each  other. 


Now  change  the  arrangement  of  the  points  and 
let  the  class  draw  at  the  word,  as  follows : 

One,  point;  two,  point  above  at  the  left;  three. 


EVE    CULTURE. 


above  at  the  right ;  four,  draw  from  3  to  2 ;  five, 
from  2  to  I.     Continue  to  add  parallel  lines. 


(3) 


(1) 


Reverse  the  process  by  making  the  upper  point 
first  and  drawing  from  below  upward. 


The  teacher  may  here  show  the  difference  between 
a  broken  line  and  a  crooked  line. 


OBJECT    LESSONS. 


Now  make  the  second  point  on  the  right  and 
the  third  on  the  left,  and  dra\\  downward  at  the 
words. 


(«) 


il) 


Next  make  the  first  point  above  and  draw  up- 
ward. 


Care  should  be  taken  that  all  the  pupils  make 
lines  of  uniform  length,  each  broken  line  being 
about  ten  inches  long. 


EYE    CULTURE. 


53 


LESSON    VII. 

BROKKN    LINES    (CONTINUED). 

One,  point ;  two,  point  at  the  left  below ;  tJirce, 
point  at  the  left  above ;  four,  point  at  the  left  be- 
low ;  five,  draw  from  4  to  3  ;  six,  draw  from  3  to  2 ; 
seven,  from  2  to  1.  Add  parallel  lines  by  the  same 
signals. 

(3)  (1) 


Reverse  the  process  and  draw  from  right  to  lett. 


With  a  little  care  the  children  may  be  trained 
to  repeat  in  concert  one,  two,  three,  etc.,  as  they 
draw. 


OBJECT    LESSONS. 


LESSON    VIII. 

BROKEN    LINES    (CONTINUED). 

Make  the  points  upward  at  the  signal,  and  draw 
downward. 

•OB 


Reverse,  making  the  points  downward,  and  draw 
upward. 


EYE    CULTURE. 

Draw  lines  from  right  to  left. 

If  I  (3) 


55 


LESSON    IX. 

CURVED    LINES. 


One,  point ;  two,  point  four  inches  directly 
above  ;  three,  point  the  same  distance  above ;  four, 
draw  a  curve  to  the  left  from  3  to  2,  and  to  the 
right  from  2  to  1 . 


.Nothing  like  accuracy  should  be  expected  from 
the  pupils  in  their  first  attempts  at  the  above  figure. 


56 


OBJECT    LESSONS. 


Now  point  from  right  to  left  and  draw  from  left 
to  right. 


LESSON    X. 

CURVED   LINES. 


Point  downward,  and  draw  the  same  curve  up- 
ward. 


Compare  one  of  these  curves  with  a  straight  line 
and  teach  the  class  the  difference. 


EYE    CULTURE. 


57 


Point  from  left  to  right  and  draw  from  right  to 
left. 

(1)  (2)  (3) 


LESSON    XI. 

CURVES. 

One,  point ;  two,  point  to  the  left  a  little  above ; 
three,  point  to  the  left  below  ;  four,  join  these  points 
by  a  regular  curve  from  left  to  right. 

(2) 


Let  point  2  be  made  below  the  others  and  draw 
from  right  to  left. 

(l)  («) 


OBJECT    LESSONS. 

LESSON    XII. 
CORVES. 


LESSON    XIV. 

FIGURES. 


One,  point ;  two,  point  six  inches  above  at  the 
left ;  three,  point  six  inches  below  at  the  left ;  four, 


EYE    CULTURE 


59 


draw  a  straight  line  from  3  to  2 ;  five,  from  2  to  1 ; 
six,  from  1  to  3. 


A  triangle  is  a  figure  having  three  sides. 


LESSON    XV. 

ANGLES. 

Draw  a  horizontal  line  and  another  line  perpen 
dicular  to  it.  In  making  these  lines  teach  the  class 
what  an  angle  is,  viz.,  that  it  is  the  point  or  corner 
where  two  lines  meet,  and  that  when  one  straight 
lino  meets  another  so  that  the  two  angles  which  it 
makes  are  equal,  the  angles  are  right  angles.  Make 
the  children  familiar,  by  practice  and  numerous 
xamples,  with  the  form  of  a  right  angle. 


60 


OBJECT    LESSONS, 


An  angle  less  than  a  right  angle  is  an  acute  angle. 
Draw  many  example-. 

(2) 


An  angle  greater  than  a  right  angle  is  an  obtuse 
angle. 


LESSON    XVI. 

THE    SQUARE. 

Make  four  dots  as  follows,  then  draw  from  4  to  3, 
3  to  2,  2  to  1,  1  to  4. 

1±i 


-I 


EYE    CULTURE. 


61 


LESSON    XVII. 

THE    OCTAGON. 


Make  four  points  as  in  the  square,  then  add  four 
more  as  in  the  diagram  below;  connect  the  eight 
points  with  straight  lines. 


LESSON    XVIII. 

Make  four  points  and  draw  a  square,  then  connect 
the  angles  of  the  square  with  regular  curves. 


OBJECT    LESSONS. 


Now  arrange  four  points  as  follows,  and  beginning 
at  1  draw  a  circle  through. 


This  last  lesson  is  difficult,  and  the  class  will  need 
repeated  practice  in  drawing  it.  Even  after  many 
trials,  they  will  not  be  able  to  draw  anything  like  a 
true  circle.  Indeed,  the  teacher  who  expects  that 
his  pupils  will  attain  any  degree  of  skill  from  the 
foregoing  lessons,  will  be  disappointed.  The  real 
purpose  proposed  is  to  make  the  various  lines  to  be 
drawn  familiar  as  objects  of  sight,  and  in  doing 
this,  to  give  some  tittle  practice  to  the  hand. 


EYE    CULTURE.  63 


THE  ALPHABET  IN  DRAWING  LESSONS. 

Pupils  who  have  thoroughly  practiced  the  fore- 
going lessons,  are  prepared  to  learn  the  alphabet  by 
means  of  drawing.  Those  of  the  class, who  know 
it  already,  may  also  profitably  engage  in  the  same 
exercises. 

The  letters  may  be  the  more  easily  taught  by  this 
method,  because  they  are  composed  of  the  lines 
which  the  children  have  learned  to  draw. 

By  actually  drawing  and  naming  the  parts  of  a 
letter,  its  form  and  name,  as  a  whole*  may  be  easily 
impressed  on  the  memory  of  the  pupils. 

In  this  manner  the  learning  of  the  alphabet,  in- 
stead of  being  a  spiritless  task  as  it  has  too  often 
proved,  is  exceedingly  attractive  to  the  child  and 
becomes  a  valuable  aid  in  cultivating  the  sense  of 
sight. 

In  the  following  lessons  the  capital  letters  are  so 
arranged  as  models,  that  the  pupil  begins  with  the 
letter  which  is  simplest  in  form,  and  gradually  pro- 
gresses to  the  more  difficult.  This  order  is  the  same 
as  that  of  the  previous  drawing  lessons. 

Thus,  0,  being  composed  of  perpendicular  lines, 
constitutes  the  first  lesson. 

L  T  IF  IrO  IE  being  composed  of  perpendicular 
and  horizontal  lines  and  right  angles,  are  placed 
next  in  the  series. 

K  M--M  Y  Z  A  V 


64-  OBJECT    LESSONS. 

of  perpendicular,  horizontal,  and  oblique  lines  and 
acute  angles,  come  next  in  order. 

fS©©PlE)(UIJI[g©  (0),  being  composed 
mainly  of  curves,  come  last  in  order  and  complete 
the  lessons  on  capitals. 


MODEL  METHOD  FOR  TEACHING  THE  CAPITAL 
L7ITERS. 

LE  5S  0  N     I. 

MODKL    FOK    0. 

[Teacher  draws  two  perpendicular  lines,  thus:  ||.] 

Teacher.  We  will  begin  to-day  to  draw  the  great 
letters.  What  lines  hive  I  made? 

Children.  Two  straight  lines. 

T.  Are  they  perpendicular  or  horizontal  lines  ? 

C.  Perpendicular  lines. 

T.  Well,  lines  that  are  all  the  way  the  same  dis- 
tance from  each  other,  are  called  parallel  lines. 
These  two  lines  are  everywhere  the  same  distance 
apart.  What  are  they  called,  then  ? 

C.  Parallel  lines. 

T.  Now  draw  these  two  lines  ;  then  join  them  at 
the  top  and  bottom  in  this  manner :  []. 

[Let  the  class  practice  the  character  until  they  can 
draw  it  with  some  facility.'] 

T.  You  have  been  drawing  one  of  the  great  let- 
ters. Shall  I  tell  you  its  name  ?  It  is  I.  Repeat. 

C.  I,  I,  I. 


EAR    CULTURE.  65 

LESSON    II. 

MODEL  FOR    L. 

Teacher  [Draws  two  perpendicular  lines,  as  in 
the  foregoing  lesson].  \\  "What  lines  have  I  drawn  ? 

Children.  Two  perpendicular  lines. 

T.  But  these  lines  are  all  the  way  the  same  dis- 
tance apart.  What  are  such  lines  called? 

G.  Parallel  lines. 

T.  Now  notice  that  I  draw  two  more  lines,  so 
that  they  join  these  perpendicular  lines  at  the  bot- 
tom and  make  right  angles  ;  thus,  L.  What  are 
these  last  two  lines  called  ? 

C.  Horizontal  lines. 

T.  And  being  the  same  distance  apart,  what  aro 
they  also  ? 

C.  Parallel  lines. 

T.  And  what  angles  do  they  make  with  the  two 
perpendicular  lines? 

G.  Right  angles. 

T.  [Joins  the  opening  at  the  extremity  of  the  lines 
and  makes  the  children  draw  the  character  thus  ob- 
tained until  they  are  familiar  with  its  form. ~]  This 
is  another  great  letter.  Will  you  remember  if  I  tell 
you  its  name  ?  It  is  L.  Repeat. 

[The  children  pronounce  L,  L,  L.] 

T.  What  did  we  draw  yesterday  ? 

G.  I. 

[Teacher  draws  and  reviews  the  two  lessons.'] 


66 


OBJECT    LESSONS. 


MODELS  FOR  CAPITAL  LETTERS. 
LESSON   I. 


LESSON    II. 


EYE    CULTURE. 


67 


LESSON   III. 


LESSON    IV, 


68 


OBJECT    LESSONS. 


LESSON    V. 


LESSON    VI. 


EYE    CULTURE. 

LESSON   VII. 


69 


LESSON    VIII 


70 


OBJECT    LESSONS. 


LESSON   IX. 


LESSON    X. 


EYE    CULTURE. 


71 


LESSON    XI. 


LESSON    XII. 


OBJECT    LESSONS 


LESSON   XIII. 


LESSON    XIV. 


EYE    CULTURE. 
LESSON    XV. 


LESSON    XVI 


OBJECT  LESONS, 


LESSON  XVII 


LESSON  XVIII. 


EYE    CULTURE. 
LESSON    XIX. 


LESSON    XX. 


7C  OBJECT   LESSONS 

LESSON    XXI. 


LESSON    XXII 


EYE    CULTURE. 


77 


LESSON   XXIII. 


LESSON    XXIV. 


78  OBJECT  LESSONS. 


MODEL  LESSON  FOR  THE  SMALL  LETTERS. 

LETTER    5. 

[Teacher  draws  two  perpendicular  lines. 1 

Question.  "What  lines  have  I  drawn  ? 

Answer.  Two  perpendicular  lines. 

Q.  You  see  they  are  everywhere  the  same  dis- 
tance apart.  What  shall  we  call  them  from  that 
fact? 

A.  Parallel  lines. 

\Teacher  joins  the  lines  at  the  top  and  bottom 
ind  makes  a  small  circle  over.} 

Q.  What  have  I  drawn  over  this  letter  ? 

A.  A  little  circle. 

[The  class  now  draw  the  character  after  the  model 
made  ly  the  teacher  until  they  can  make  it  readily 


EYE    CULTURE. 


79 


The  teacher  then  pronounces  the  name  and  children 
repeat.} 

The  small  letters,  S,  V,  w,  Ik,  s,  ©,  etc.,  may  be 
taught  in  the  same  manner  as  the  corresponding 
capitals,  but  should  be  drawn  smaller. 

Let  the  letters  ft),  (3,  jp,  GJ,  be  taught  consecu- 
tively and  the  form  and  name  of  each  thoroughly 
learned  before  proceeding  to  the  next.  Make  the 
children  say,  without  the  figure,  where,  in  the  case 
of  each  letter,  they  draw  the  curve.  Thus : 

Q.  "Where  is  the  curve  in  b  I 

A.  On  the  right  side  of  the  straight  line,  at  the 
bottom. 

Q.  Where  is  the  curve  in  (3? 

A.  On  the  left  side  of  the  line,  at  the  bottom. 


LESSON    I. 


o 


80 


OBJECT    LESSONS 


LESSON   II. 


EYE    CULTURE. 


81 


LESSON    III 


LESSON    IV 


/ 


82  OBJECT    LESSONS 


LESSON    V. 


LESSON    VI. 


EYE    CULTURE. 


LESSON    VII. 


84 


OBJECT    LESSONS. 
LESSON    VIII. 


LESSON    IX 


C 


EYE    CULTURE.  85 


LESSON    X 


LESSON    XI. 


86 


OBJECT    LESSONS 


LESSON    XII. 


o 


EYE    CULTURE. 


87 


LESSON    XIII. 


88 


OBJECT    LESSONS. 


LESSON    XIV. 


EYE    CULTURE.  89 


SIGHT  AND  SOUND  SPELLING. 

When  the  children  can  draw  and  name  all  the 
letters  with  facility,  they  may  begin  to  spell  short 
words  by  printing  them  on  the  board. 

Just  here,  spelling  by  characters  and  spelling  by 
sounds  should  be  taught  together,  and  the  distinc- 
tion between  them  so  carefully  and  constantly  pre- 
sented, that  the  child  can  not  fail  to  gain  a  practical 
knowledge  of  it. 

Sight  spelling  is  writing  and  naming,  in  their 
order,  the  letters  that  compose  a  written  word. 

Sound  spelling  is  uttering  separately  and  com- 
bining properly  the  sounds  that  compose  a  spoken 
word. 

Sight  spelling,  being  addressed  to  the  eye,  should 
be  taught  with  the  pen,  pencil,  or  crayon.  The 
pupil  should  be  required  to  write  the  word,  instead 
of  merely  naming  its  letters  according  to  the  old 
method. 

Sound  spelling  is  addressed  to  the  ear  and  should 
be  made  simply  a  vocal  exercise,  the  teacher  pro- 
nouncing the  word  and  the  pupil  uttering  and  com- 
bining the  sounds  that  compose  it. 

To  beginners,  sight  and  sound  spelling  must  le 
taught  ~by  imitation  and  frequent  repetition.     As  a 
further   preparation   for  the  class,   the   teacher  is 
urged  to  have  them  review  several  of  the  last  ex 
crcisos  under  "  Object  Lessons  on  the  Mouth." 


00  OBJECT    LESSONS. 

We  shall  give  here  only  a  few  specimen  lessons, 
and  the  intelligent  teacher  will  be  able  to  extend 
these  lessons  much  further. 

It  is  desirable  to  choose  for  such  lessons, words 
that  are  familiar  to  the  children  and  that  have  sig- 
nificance. 


LESSON    I. 

Teacher.  Spell  ME. 

Class  [spelling  ly  sound'],  m-e  me. 

T.  Now  let  us  print  this  little  word  on  the  board. 
[  Children  print  from  a  copy  made  ly  the  teacher. ~\ 
What  letters  have  we  printed  ? 

C.  m  and  e. 

T.  Well,  m  stands  for  m  and  e  (letter)  stands  for 
e  (sound),  and  so  m-e  [naming  the  letters]  spells  me. 
Repeat — m-e,  me. 

C.  m— e,  me. 

T.  This  is  spelling  by  letters.  Now  spell  me  by 
sounds  again. 

C.  [spelling  ly  sounds]  m-e  me. 

T.  Again  by  letters. 

C.  [by  names  of  letters]  m-e  me. 

[In  this  way  exercise  the  class  on  HE,  BE,  AT,  UP, 
NO,  ON,  etc.] 


EYE    CULTUEE.  91 

LESSON     II. 

Teacher  asks  for  one  of  the  boys'  hats  and  gives 
a  brief  object  lesson  on  its  kind,  color,  material, 
uses,  etc. 

He  then  lias  the  pupils  spell  HAT  by  sound.  He 
next  prints  HAT  on  the  board  for  them  to  copy,  and 
lastly  teaches  them  to  spell  it  by  naming  the  letters. 

In  a  similar  way,  such  words  as : 

MAT  PIG  TOP 

KAT  GIG  HOP 

BAT  JIG  MOP 

CAT  KIG  SOP. 

Such  exercises  may  be  continued  until  the  class 
can  print  easily  any  word  of  one  syllable.  The 
teacher  may  then  teach  words  of  two  syllables  in 
the  same  manner. 


92  OBJECT    LESSONS. 


LESSONS  ON  COLORS 

For  these  lessons  the  teacher  will  need  cards  of 
various  colors.  At  first  three  or  four  grades  of  each 
color  will  be  sufficient.  By  attending  to  the  follow- 
ing directions,  any  teacher  can  prepare  the  cards. 
The  materials  needed  are  a  few  sheets  of  white 
pasteboard,  a  piece  of  thick  window-glass,  a  table- 
knife  for  mixing  the  colors,  a  few  ounces  of  white 
glue,  and  a  few  cents'  worth  of  each  of  the  follow- 
ing colors : 

Prussian  Blue, 
Chrome  Yellow, 
Rose  Fink, 
American  Yermilion, 
Dry  White  Lead. 

These  can  be  obtained  at  any  drug  store. 

Dissolve  some  of  the  glue  in  warm  water,  say  one 
tablespoonful  of  glue  to  a  teacupful  of  water.  Put 
some  of  the  white  lead  to  soak  in  water  enough  to 
cover  it. 

To  prepare  the  Blue  cards,  soak  some  of  the 
Prussian  Blue  in  water.  Put  a  small  portion  on  the 
window-glass  and  grind  it  fine  with  the  knife.  Mix 
a  little  of  the  dissolved  glue  with  it.  Then,  with  a 
brush,  paint  a  strip  the  whole  length  of  the  paste- 
board and  three  inches  broad.  This  cut  into  lengths 
of  four  inches  will  furnish  the  dark-blue  cards. 


EYE    CULTURE.  93 

With  what  remains  of  this  blue  color  mix  a  little 
of  the  white  lead  and  add  a  small  quantity  of  the 
dissolved  glue.  Paint  another  strip  of  pasteboard 
with  this.  It  will  form  a  set  of  cards  lighter  in 
shade. 

In  this  manner  the  blue  may  be  reduced  till  it 
becomes  a  gray,  though  perhaps  three  or  four 
tints  will  be  sufficient. 

The  same  process  with  the  Vermilion  will  give 
red  cards ;  with  the  Chrome  Yellow,  yellow  cards. 

Chrome  Yellow  and  Blue  will  form  a  Green ; 
Chrome  Yellow  and  Vermilion,  an  Orange ;  Rose 
Pink  and  Blue,  a  Purple ;  from  which  various 
tints  may  be  obtained  by  the  addition  of  white 


LESSON    I. 

BLUE. 

A  pine  board  or  a  board  covered  with  some  cloth 
may  be  hung  against  the  wall.  Let  the  blue  cards 
be  fastened  with  pins  from  top  to  bottom  on  one 
side.  The  teacher  places  the  darkest  card  in  the 
center  of  the  board. 

Question.  What  is  the  color  of  this  card  ? 

Answer.  Blue. 

Q.  Now,  William,  you  may  choose  a  card  just 
like  this  and  fasten  them  side  by  side.  Has  William 
taken  the  right  card  ? 

A.  No,  sir. 


94  OBJECT    LESSONS. 

Q.  What  is  wrong? 

A.  It  is  too  light. 

[Another  pupil  corrects  it.] 

Q.  Has  Jane  matched  it  ? 

The  teacher  must  decide  if  the  class  vary  greatly 
in  their  answers,  as  will  probably  be  the  case  at 
first.  Before  dismissing  they  are  told  to  notice  and 
remember  all  the  blue  things  they  see  before  the 
next  lesson. 


LESSON    II. 

BLUE  (CONTINUED). 

The  teacher  calls  the  attention  of  the  children  to 
the  cards  on  the  side  of  the  board,  showing  them 
that  some  are  lighter  than  others.  Placing  the  dark 
card  in  the  center,  as  before,  he  calls  on  some  one 
to  place  the  next  lighter  below,  the  rest  of  the  class 
deciding  whether  it  is  right  or  wrong.  In  this 
manner  a  regular  gradation  from  dark-blue  to  gray 
will  be  formed.  Names  should  be  given  to  the  colors 
as  far  as  possible ;  thus,  dark-blue,  sky-blue,  etc. 

The  class  now  name  any  objects  which  they  have 
noticed  resembling  the  cards  in  color.  As  a  further 
exercise,  they  may  bring  to  the  next  recitation  any- 
thing they  can  find  to  match  the  dark-blue  card. 


EYE    CULTURE.  95 

LESSON    III. 

BLUE  (CONTINUED). 

Question.  How  many  have  found  anything  to 
match  the  dark  card  ?  "Well,  Jane,  what  have  you  ? 

Answer.  A  piece  of  cloth. 

Jane  holds  it  up  and  the  pupils  tell  whether  she 
is  right  or  not.  If  they  are  unable  to  decide,  place 
the  cloth  beside  the  card. 

The  lightest  card  may  now  be  placed  in  the  cen- 
ter, the  pupils  adding  the  next  darkest  until  the 
dark-blue  is  reached. 

The  class  name  all  the  blue  objects  in  the  room 


LESSON    IV. 

RED. 

The  red  cards  being  arranged  in  a  column  on  the 
side  of  the  board,  place  the  darkest  one  in  the  center. 
Question.  "What  is  the  name  of  this  color  ? 
Answer.  Red. 

Q.  Is  it  dark  red  or  light  red  ? 
A.  Dark  red. 

Q.  Can  you  see  anything  in  the  room  like  it  If 
A.  Jane's  dress. 

Q.  Is  it  darker  or  lighter  than  Jane's  dress  ? 
A.  Darker. 


96  OBJECT    LESSONS. 

[William  selects  a  card  from  the  side  of  the 
board  to  match  that  in  the  center  and  pins  them 
side  by  side.~\ 

Q.  Has  "William  chosen  the  right  card? 

A.  No,  it  is  too  light. 

[ Mary  selects  a  card.~\ 

Q.  Is  Mary  right  ? 

A.  Yes. 

John  selects  the  card  next  lighter,  and  so  on 
through  the  series.  The  process  is  then  reversed 
from  the  lightest  card  to  the  darkest.  The  pupils 
then  name  all  the  red  things  they  can  think  of. 


LESSON    V. 

YELLOW. 

The  yellow  cards  are  arranged  on  the  board  in 
the  same  manner  as  the  red  and  blue. 

Question.  What  flower  has  the  same  color  as  this 
card? 

Answer.  The  buttercup. 

Q.  What  is  the  name  of  this  color? 

A.  Yellow. 

[Jane  matches  the  card.  The  class  may  be  drilled 
to  call  Eight,  Too  dark,  Too  light.] 

Class.  Eight. 

[Zydia  pins  on  the  next  lightest. \ 

Class.  Too  light. 


EYE    CULTURE.  97 

[Susan  corrects  it.] 

Class.  Right. 

Q.  What  has  the  same  color  as  this  card  ? 

A.  Cream. 

Q.  Then  what  name  can  we  give  to  this  color  1 

A.  Cream-color. 

Q.  What  has  the  same  color  as  this  ? 

A.  A  lemon. 

Q.  What  is  the  name  of  this  color? 

A.  Lemon-color. 

Proceed  in  this  manner,  giving  as  far  as  possible 
names  to  all  the  colors.  Let  the  class  name  all  the 
yellow  things  they  can  think  of. 


LESSON    VI. 

SECONDARY   COLORS. — I.    GREEN. 
PATTERN   MAKING. 

Place  a  green  card  between  a  blue  and  a  yellow 
one.  Tell  the  class  that  green  is  formed  by  mix- 
ing yellow  and  blue.  Colors  formed  by  the 
mixing  of  two  primary  colors,  are  called  secondary 
colors.  Cards  arranged  in  the  manner  directed, 
form  a  pattern  which  the  pupils  imitate,  first  with 
cards  of  the  same  shade,  then  with  those  a  tint 
lighter,  and  so  on  through  the  series. 

Patterns  may  be  made  of  several  cards  of  each 
kind,  thus: 

5 


OBJECT    LESSONS. 


Again,  pin  a  blue  card  and  a  yellow  one  a  little 
distance  apart,  asking  the  pupils,  after  proper  in- 
struction, to  supply  the  connecting  card. 

Question.  What  color  is  this? 

Answer.  Green. 

Q.  What  colors  is  it  made  of? 

A.  Blue  and  yellow. 

Q.  What  green  things  can  you  name? 

A.  Grass  is  green.  The  leaves  are  green.  The 
blinds  are  green. 

Q.  Are  all  leaves  the  same  green  ? 

A.  No;  some  are  light,  some  are  dark. 

Q  Which  is  darker,  the  maple  leaf  or  the  willow 
leal'? 

A.  The  maple  leaf. 


EYE    CULTURE.  99 

LESSON    VII. 

SECONDARY    COLORS. II.    ORANGE. 

Cards  arranged  thus:  Yellow — Orange — .Red. 

Question.  What  fruit  is  this  card  colored  like  ? 

Answer.  An  orange. 

[Tell  the  class  that  the  color  is  composed  of  yellow 
and  red  and  is  called  orange  color.] 

Q.  What  two  colors  make  Orange? 

A.  Yellow  and  Eed. 

Q.  What  things  can  you  name  that  have  orange 
color  ? 

A.  Marigold,  Tiger  Lily,  Squash  Flower,  etc. 

[  William  raises  his  hand.] 

Q.  What  is  it,  William? 

A.  The  sun  has  an  orange  color  sometimes. 

Exercise  the  class  in  pattern  making  as  before. 


LESSON    VIII. 

SECONDARY    COLORS III.    PURPLE. 

Purple  is  composed  of  Red  and  Blue.  The  pupils 
should  form  gradations  from  dark  to  light  and  from 
light  to  dark,  as  in  the  preceding  lessons.  They 
should  have  frequent  exercises  in  imitating  a  variety 
of  patterns.  By  such  a  course  they  will  soon  learn 
that  some  colors  look  better  together  than  others — 
i.  e.,  they  harmonize.  Strong  contrasts  of  colors 
should  be  avoided.  These  lessons  may  be  extended 
to  the  Browns,  Drabs,  Grays,  etc. 


100 


OBJECT    LESSONS. 


EYE    CULTURE  101 


A  CABINET  OF  NATURAL  COLORS. 

The  teacher  may  now  easily  gather  a  cabinet  of 
natural  colors  for  the  further  instruction  of  his 
pupils.  With  a  little  diligence  lie  can  collect  a  va- 
riety of  plants  and  minerals  which  will  illustrate 
beautifully  the  colors  in  all  their  hues  and  shades. 

If  it  be  summer,  a  great  many  attractive  lessons 
on  colors  may  be  given  with  such  flowers  as  are 
easily  obtained. 

The  wild  flowers  furnish  countless  varieties  of  red, 
blue,  purple,  and  yellow.  Let  the  children  be  in- 
duced to  iind  these  for  the  teacher,  some  being  told 
to  bring  red  flowers,  others  blue,  and  others  yellow. 
Occasionally  the  teacher  should  form  parties  to 
search  for  flowers  in  the  woods.  It  is  by  such 
means  that  a  good  taste  and  a  love  of  beautiful  ob- 
jects are  early  formed.  The  children  should  be 
taught  to  name  the  different  colors  presented. 

Then  the  leaves  of  trees  and  the  various  grasses 
may  serve  for  interesting  lessons  on  the  varieties  of 
green.  These  may  be  arranged  so  as  to  present  to 
the  eye  all  the  grades  of  green  that  can  be  found  in 
plants. 

In  giving  lessons  with  these  objects  also,  pupils 
may  be  taught  to  distinguish  by  name  the  different 
leaves  and  grasses  which  are  presented  to  their 
notice. 

In  the  autumn  and  winter,  quite  a  large  number 


T02  OBJECT    LESSONS. 

of  shades  of  brown  and  yellow  may  be  found  in 
the  dead  leaves. 

Numerous  examples  of  green,  yellow,  red,  and 
russet  may  be  pleasantly  shown  in  the  fruits  of 
autumn. 

At  all  seasons,  the  kinds  of  bark  from  different 
trees  will  supply  specimen  varieties  of  neutral 
colors,  especially  browns  and  grays.  The  pieces  of 
bark  may  be  cut  into  rough  squares  two  inches 
across  and  fastened  in  columns  with  small  nails. 

In  the  different  kinds  of  wood,  also,  will  be  found 
attractive  samples  of  wood  colors.  The  oaks,  red, 
white,  and  black;  the  yellow  and  white  pines;  the 
maple,  hickory,  black- walnut,  butternut,  cherry, 
and  a  host  of  other  trees  will  furnish  beautiful 
specimens  for  the  teacher's  cabinet. 

The  pieces  of  wood  may  be  cut  into  blocks  half 
an  inch  thick  and  two  inches  square,  so  that  they 
can  be  fastened  with  nails  side  by  side.  Teach  the 
children  the  names  of  the  different  samples. 

Fragments  of  rock  and  the  common  stones  which 
one  finds  by  the  roadside  and  in  the  fields, may  like- 
wise be  made  available  in  this  cabinet.  Limestone, 
granite,  slate,  and  many  other  rocks  exhibit  a  large 
range  of  grays,  browns,  etc.  Even  if  the  teacher 
can  not  classify  the  rocks  referred  to,  he  will  find 
them  valuable  aids  in  teaching  children  to  distin- 
guish colors. 

In  using  the  above  objects  for  the  purpose  above 
named,  the  teacher  will  find  it  often  difficult  and 


EYE    CULTURE.  103 

sometimes  impossible  to  give  exact  names  to  the 
colors  which  they  present.  The  hues  and  shades 
of  nature  are  innumerable,  while  the  words  used  to 
designate  them  are  very  limited  and,in  many  cases, 
not  very  exact.  But  by  careful  attention  the  teacher 
will,  in  nearly  all  cases,  find  terms  as  correct  as  the 
language  affords.  He  will  find,  moreover,  that  his 
own  discrimination  in  colors  is  greatly  improved  by 
these  efforts. 

Not  much  help  in  this  matter  can  be  given  from 
a  book,  but  the  following  list  of  colors  denned  may 
be  profitably  referred  to  : 

BLUE — one  of  the  primary  colors. 

Ultramarine — a  very  deep  blue. — The  blue  ot 
the  sea. 

Prussian — a  deep  blue  with  a  tinge  of  yellow. 

Indigo — a  deep  blue  with  tinge  of  red.     (A 
specimen  should  be  exhibited.) 

Sky-Uue — the  blue  of  the  sky. 
RED — a  primary  color. 

Carmine — a  pure  deep  red. 

Rose — a  light  carmine  red. 

Scarlet — a  bright  red  with  a  yellow  tinge. 

Flesh-color — a  light  scarlet. 

Crimson — deep  red  tinged  with  blue. 

Pink — a  light  crimson. 

Orange-red — a  red  with  a  tinge  of  yellow. 

Blood-red — the  color  of  blood. 
YELLOW — a  primary  color. 

Chrome — a  rich  bright  pure  yellow. 


104  OBJECT    LESSONS. 

Canary — color  of  the  canary,  a  light  chrome. 
Straw — color  of  straw,  a  pure  light  yellow. 
Lemon — color  of  lemon,  a  yellow  with  tinge 

of  blue. 
Primrose — color  of  primrose,  a   still   lighter 

yellow. 
Saffron — color  of  saffron,  a  deep  yellow  with 

a  tinge  of  red. 
Sulphur — color  of  sulphur,   a  yellow  with   a 

blue  tinge. 

GREEN — a  secondary  color,  composed  of  blue  and 
yellow.  When  the  blue  predominates  we 
have  blue  green ;  when  the  yellow  predom- 
inates we  have  yellow  ^reen.  Equal  parts 
of  blue  and  yellow  make  pure  grass  green. 
Olive — color  of  the  olive,  a  shade  of  yellow 

green. 

Pea — color  of  the  pea,  a  light  green. 
Tea — color  of  the  plant,  a  lighter  hue  of  olive 

green. 
Emerald — color  of  the  emerald  stone,  a  rich 

light  green. 

Invisible — a  black  with  a  green  tinge. 
PURPLE — a  secondary   color,   composed  of  blue 
and  red.     In   blue  purples  the  blue  pre- 
dominates ;    in  red  purples,  the  red. 
Royal — pure  purple,  a  mixture  of  equal  parts 

of  blue  and  red. 

LilcM — color  of  the  lilac  blossom,  royal  purple 
tinted  white. 


EYE    CULTURE.  105 

Violet — color  of  the  blossom,  in  which  the  blue 

predominates. 

Lavender — lighter  than  violet. 
Peach-blossom — color  of  the  blossom,  a  light 

purple  with  a  reddish  tinge. 
OJIANGE — a  secondary  color,  composed  of  yellow 
and  red.     In  red  orange  the  red  predom- 
inates ;  in  yellow  orange  the  orange  pre- 
dominates. 

Bujf — a  yellow  orange. 
Cream — the  color  of  cream,  a  yellow  orange 

tinted. 

Salmon — a  red  orange  slightly  tinted. 
Auburn — a  dark  red  orange. 
OKAS' — a  secondary  color,  composed  of  white  and 
black  or  of  blue,  yellow,  and  red.     "When 
a  mixture  of  the  last  three,  it  may  be  called 
a  tertiary  color. 
Pearl — a  very  light  gray. 
Slate — color  of  the  stone,  darker  than  pearl. 
Iron — a  very  dark  gray. 

BROWN — a  tertiary  color,  composed  of  red,  yel- 
low, and  blue.     In  dark  brown  the  blue 
predominates ;  in  deep  brown,  the  red ;  in 
light  brown,  the  yellow. 
Chocolate — the  color  of  chocolate,  a  dark  red 

brown. 

Gold — a  yellowish  brown. 
Snuff — a  dull,  yellow  brown. 
5* 


100  OBJECT    LESSONS. 

Maroon — a  deep  brown  tinged  with  piirpAe. 
Drab — a  brown  tinted  with  white. 
Umber — a  yellowish  brown. 
Tan-color — a  deep  brown  tinted  with  white. 


SPECIMEN   LESSONS  WITH  RED  FLOWERS. 
LESSON    I. 

Here  is  a  beautiful  bouquet  which  I  have  brought 
for  you.  Can  you  name  the  flowers  in  it  ?  What 
are  these  fine  large  flowers  that  are  so  regular  in 
shape?  Dahlias.  And  what  are  these  small  flowers 
that  grow  in  bunches  or  clusters  ?  Verbenas.  And 
these  little  flowers  with  scalloped  edges  ?  Pinks. 
What  is  that  flower  that  is  shaped  like  a  bell? 
Morning  glory.  Yes;  and  here  are. several  roses; 
and  here,  too,  is  a  geranium. 

Now  what  is  the  color  of  these  beautiful  flowers  ? 
They  are  all  red.  But  are  they  all  the  same  kind 
of  red  ?  No,  sir  ;  different  kinds.  We  will  try  to 
sort  out  and  name  the  different  kinds.  What  did 
you  tell  me  is  the  name  of  this  flower?  It  is  a 
dahlia.  Well,  find  among  the  red  cards  one  most 
like  it  in  color.  (James)  Here  it  is.  Very  well, 
James,  what  is  the  color  of  the  dahlia,  then  ?  Dark 
red.  Is  there  any  other  flower  here  which  has  the 
t  ame  shade  of  red  ?  No,  sir.  Which  has  the  near- 
est shade?  That  rose.  Is  the  rose  lighter  or  darker? 


EYE    CULTURE.  107 

Lighter.  Well,  now  think  of  other  things  which 
the  dahlia  is  like  in  shade.  It  is  like  a  brick. 
Bricks  have  different  shades  of  red.  Bring  me  one 
to-morrow  and  we  will  see.  Have  we  no  stones 
here  that  have  the  same  shade?  Yes,  sir  ;  here  is 
a  pebble  with  the  same  shade.  Not  quite ;  is  it 


darker  or  lighter  ?     Darker. 


LESSON    II. 

THE    BOUQUET    (CONTINUED). 

Here  is  a  cluster  of  red  geranium  blossoms ;  are 
they  bright  or  dull  ?  Very  bright.  Here  is  a  blue 
card  and  a  yellow  one;  which  are  they  most  like? 
The  yellow  one.  Very  well ;  a  bright  red  with  a 
tinge  of  yellow  is  scarlet.  "What  will  you  call  these 
flowers,  then  ?  Scarlet.  What  things  can  you 
think  of  that  have  the  same  shade?  My  little  sis- 
ter has  a  scarlet  dress.  Are  there  any  other  flowers 
here  that  have  the  same  shade  ?  Yes,  this  cluster 
of  verbenas.  Are  they  lighter  or  darker?  A  little 
lighter.  What  shall  we  call  the  shade  of  the  ver- 
bena%  then  ?  Light  scarlet.  Here  is  an  aster  which 
is  a  still  lighter  scarlet.  Now  a  very  light  scarlet 
is  called  flesh-color.  What  color  is  the  aster,  then  ? 
Flesh-color. 

Look  now  at  another  aster.  You  see  it  has  a 
beautiful  color,  but  the  tinge  is  quite  unlike  the 
scarlet  geranium.  Compare  it  with  a  blue  and  a 


108  OBJECT    LESSONS. 

yellow  card,  and  which  is  it  more  like?  A  little 
more  like  the  blue.  Well,  a  deep  red  like  this,  with 
a  slight  tinge  of  blue,  is  called  crimsoi*.  Have  we 
any  other  flowers  with  a  similar  tinge?  Yes,  the 
pinks,  but  they  are  lighter.  Well,  the -pink,  then, 
is  a  light  crimson,  and  a  light  crimson  is  called  pink 
color.  What,  then,  is  the  color  of  the  pink?  Pink 
color. 

Here  is  a  verbena  cluster  which  is  purest  Now 
a  pure  red  is  called  carmine.  What  is  this  verbena 
called,  then?  Carmine.  The  color  of  this  rose  is 
carmine,  but  is  lighter  than  the  verbena.  A  light 
carmine  is  called  a  rose-color.  What  is  the  color 
of  the  rose  ?  Rose-color. 


LESSON    III. 

Review  Lesson  I.  and  II.  by  requiring  the  class 
to  name  accurately  each  variety  of  red  found  in 
the  bouquet. 


LESSON    IV. 

MATERIALS.— A  bouquet  of  yellow  flowers,  some 
bright  straw,  a  few  pieces  of  yellow  wood,  a 
lemon,  a  piece  of  sulphur,  and  a  little  chrome 
yellow. 

Here  is  an  article  sold  at  the  drug  stores.     It  ifl 
sometimes  mixed  with  oil   tc   make  yellow  paint 


EYE    CULTURE.  109 

You  see  it  is  a  bright  yellow.  It  is  called  chrome 
yellow.  Now  see  if  there  are  any  flowers  that  have 
a  chrome  yellow  color.  Yes,  here  is  one,  but  it  is 
lighter,  and  a  light  chrome  is  called  canary,  the 
color  of  the  canary  bird. 

Look  at  this  straw ;  you  see  it  is  a  light  yellow  ; 
it  is  called  straw-color.  Find  a.  card  like  it. 
Think  of  anything  else  that  is  straw-colored.  This 
primrose  is  lighter  yellow  and  the  color  is  called 
primrose.  Are  there  any  more  flowers  like  it  \ 
Are  they  darker  or  lighter  ? 

Now  select  a  piece  of  wood  that  is  nearest  like 
straw.  Is  it  darker  or  lighter?  Is  there  a  piece 
colored  like  the  primrose?  Select  the  one  nearest 
to  it.  Is  it  darker  or  lighter? 

Here  is  a  lemon  ;  look  at  it  carefully.  Don't  you 
see  a  slight  tinge  of  bine  on  it?  Well,  a  yellow 
tinged  with  blue  is  called  lemon-color.  Are  there 
any  flowers  or  pieces  of  wood  colored  like  the  lemon? 
etc.,  etc. 


LESSON    V. 

Review  by  having  the  class  name  the  objects  in 
the  lesson,  together  with  their  colors. 

In  this  manner  the  teacher  may  continue  these 
exercises  until  he  has  embraced  varieties  of  all  the 
colors.  By  frequent  reviews  the  class  will  soon 
select  and  name  any  variety  with  great  readiness. 


110  OBJECT    LESSONS. 

LESSONS  ON  LENGTH. 
LESSON    I. 

THE    FOOT. 

Look  at  tliis  rule  all  of  you;  it  is  a  foot  long  aiiJ 
is  called  a  foot  rule;  anything  just  as  long  as  this 
rule  is  a  foot  long  ;  anything  twice  as  long  is  two 
feet  long  ;  anything  three  times  as  long  is  three  feet 
long.  Now  see  me  measure  this  stick.  [The  teacher 
is  provided  with  half  a  dozen  straight  sticks,  one, 
two^  three,  four,  Jive,  and  six  feet  long  respectively.] 
How  long  is  it?  Ans.  One  foot  long.  We  will 
measure  another.  One,  two.  How  long  is  this  ? 
Ans.  Two  feet  long.  Now  another.  Count  while 
I  measure.  One,  two,  three.  How  long  is  it,  then  \ 
Ans.  Three  feet  long. 

Thomas,  come  here  and  measure  one  carefully. 
The  rest  count  for  him.  One,  two,  three,  four.  How 
iong?  Ans.  Four  feet  long.  Let  me  measure  the 
other  two.  How  long  is  this?  Ans.  Five  feet. 
A.nd  this  ?  Ans.  Six  feet. 

So  you  see  these  sticks  have  six  different  lengths. 
I  will  mix  them  all  together.  Now,  John,  find  the 
one  that  is  a  foot  long.  Right.  William,  pick  out 
the  one  three  feet  long.  Is  that  the  right  one, 
class  ?  Ans.  No,  sir ;  that  is  four  feet  long.  [  Will- 
iam tries  again.]  Is  that  right  ?  Ans.  Yes,  sir. 

Let  the  class  practice  in  this  way  till  they  can 
select  readily  any  measure  called  for. 


EYE    CULTURE.  Ill 

LESSON    II. 

THE    FOOT. 

[The  answers  of  the  class  are  in  italics.] 
Thomas,  you  may  lay  all  the  sticks  on  the  table, 
the  shortest  first,  the  next  a  foot  longer,  and  the 
next  a  foot  longer  still,  until  you  get  to  the  longest. 
The  rest  may  watch  him  and  call  the  length  of  each 
as  he  lays  it  down.     One  foot  long.     Two  feet  long. 
Three  feet  long.     Five  feet  long.    Wrong,  Thomas  ; 
choose  again.    Four  feet  long.    Five  feet.    Six  feet. 
We  will  next  measure  something  else.     Guess 
the  length  of  this  table  the  long  way.     Four  feet. 
William,  take  the  rule  and  measure  it  carefully. 
One,  two,  three,   and   a   half  again :   how  long  ? 
Three  feet  and  a  half.     How  long  is  the  table  the 
short  way  ?     Two  feet.     I  will  measure.     One,  two, 
and  a  half  again  :  how  long?     Two  feet  and  a  half. 
Listen ;  the  long  way  of  the  table  is  its  length  and 
the  short  way  is  its  width.     How  long  is  the  table 
this  way  ?     Three  feet  and  a  half.     And  how  wide 
is  it?     Two  feet  and  a  half  wide.     Here  is  a  piece 
of  board;   which  way  is  its  length?     That  way. 
A.nd  its  width?     This  way.     Guess  how  long  it  is. 
Five  feet  long.     Not  quite;  it  measures  one,  two, 
three,  four,  and  a  half  again  :  how  long?     Four  feet 
and  a  half.     Now  tell  me  which  way  is  the  length 
of  this  door?      Up  and  down.     Which  way  is  its 
•*'idth  ?     Across  this  way. 


112  OBJECT    LESSONS. 

Exercise  the  class  in  this  manner,  measuring  the 
various  objects  in  the  room.  The  children  may 
guess  each  other's  length,  each  case  being  settled  by 
the  foot  rule. 


LESSON    III. 

THE   FOOT. HIGHT. 

Where  is  the  bottom  of  the  door?  Where  it 
touches  the  floor.  Where  is  the  top  of  it  ?  That 
part  farthest  up.  Well,  which  way  is  the  length 
of  the  door  ?  From  the  bottom  to  the  top.  Yes, 
and  this  is  called  its  hight.  The  length  of  anything 
upward  from  where  we  stand  is  its  hight  ?  What  is 
the  hight  of  the  door,  then  ?  Its  length  from  the 
bottom  to  the  top.  Guess  how  many  feet  high  it  is. 
James.  Five  feet.  Susan.  Six  feet.  Let  us  meas- 
ure. It  is  seven  feet  high.  How  wide  is  the  door  ? 
About  three  feet.  Yes,  exactly  three  feet  wiae. 

In  this  manner  teach  the  hight  and  width  of  a 
window,  the  hight  of  the  ceiling,  or  anything  else 
in  the  room  that  has  hight. 


LESSON    IV. 

THE    INCII. 


Here  is  still  another  foot  rule ;  you  notice  it  is 
wider  than  the  one  I  first  showed  you.  Look,  I  have 
divided  it  with  these  lines  of  ink  into  equal  parts. 


EYE    CULTURE.  113 

How  many  of  these  equal  parts  are  there?  Count 
and  see.  One,  two,  three,  four,  five,  six,  seven,  eight, 
nine,  ten,  eleven,  twelve.  How  many  of  these  equal 
parts  are  there  in  the  foot  rule,  then?  Twelve. 
Well,  one  of  these  parts  is  an  inch  and,  as  we  have 
twelve  of  them  in  the  rule,  how  many  inches  make 
a  foot?  Twelve  inches.  Kepeat  together — "Twelve 
inches  make  one  foot." 

Look  at  this  foot  rule  carefully  a  moment  before  1 
put  it  out  of  sight.  Now  all  go  to  the  board  and  try 
to  draw  a  horizontal  line  just  a  foot  long.  [ Measur- 
ing the  lines  thus  drawn.]  You  see  they  are  all  too 
long  or  too  short  except  William's,  which  has  just 
the  right  length.  Here,  William,  is  a  bit  of  straight 
stick  ;  you  see  by  placing  it  on  the  foot  rule  that  it 
is  just  as  long  as  one  of  the  twelve  parts.  How 
long  is  it,  then  ?  An  inch  long.  How  long  would 
twelve  such  sticks  be  if  placed  in  a  line  ?  A  foot 
long. 

I  will  show  you  how  to  divide  a  foot  line  on  the 
board  into  inches.  [Draws  a  horizontal  line  afoot 
long  and  divides  it  with  his  inch  measure  into 
twelve  parts,  marking  the  inches  with  short  perpen- 
dicular lines.'] 

William,  you  may  try  to  divide  your  line  into 
inches  in  the  same  way.  Pretty  well.  Who  else 
will  try  ? 

[The  teacher  is  further  provided  with  twelve 
straight  sticks,  such  as  can  oe  easily  cut  from  a  tree 
or  sJirnb.  Each  of  these  sticks  represent  in  length  a 


OBJECT    LESSONS. 

different  number  of  inches,  from  one  to  twelve  in? 
elusive.] 

You  see  I  have  mixed  these  sticks  together  and 
set  them  up  where  you  can  all  see  them.  When  I 
tell  anyone  of  you  to  pick  out  a  stick  of  the  length 
I  shall  mention,  the  rest  may  call  out  Right!  or 
Wrong  !  as  the  case  may  be.  Susan,  find  the  stick 
which  is  one  inch  long.  Right.  John,  show  me 
the  stick  that  is  three  inches  long.  Right.  Thomas, 
which  is  the  five-inch  stick?  This  one.  Wrong. 
How  long  is  if,  class?  Four  inches.  Choose  again, 
Thohias.  Right.  William,  which  is  the  six-inch 
stick?  Right.  You  see  the  foot  rule  is  just  twice 
the  length  of  William's  stick ;  what  part  of  a  foot  is 
six  inches,  then  ?  Half  afoot. 

The  teacher  may  now  measure  the  fingers  of  the 
children  with  the  inch  measure. 

He  may  also  here  teach  the  distinctions  of  length, 
breadth,  and  thickness  by  measuring  books,  slates, 
a  brick,  etc.,  etc. 


LESSON    V. 

THE   YARD. 

Look  among  the  long  sticks  for  the  one  that  ia 
three  feet  long.  Here  it  is.  Well,  anything  that 
is  three  feet  long,is  one  yard  long;  how  long,  then, 
is  this  stick?  One  yard  long.  And  how  many  feet 
make  a  yard  ?  Three.  Repeat,  then — "  Three  feet 
make  one  yard." 


EYE    CULTURE.  115 

A  stick  like  this,three  feet  long,  is  used  sometimes 
to  measure  cloth,  calico,  ribbons,  and  such  things, 
and  is  called  a  yard-stick.  Apply  it  to  the  six-feet 
stick.  Two  yards. 

James,  Henry,  and  Jane,  look  at  the  yard-stick ; 
then  go  to  the  board  and  draw  a  horizontal  line  a 
yard  long.     James'  line  is  a  little  too  long ;  the 
others'  are  too  short.     I  will   make   them  right. 
Now   divide   these   lines   into   three   equal    parts 
Pretty   nearly   right.      I   will   make   them   exact. 
Now,  William,  take  the  inch  measure  and  divide, 
one  of  these  parts  into  inches.     All  repeat — 
"  Twelve  inches  make  one  foot." 
"  Three  feet  make  one  yard." 

The  teacher  now  measures  with  his  yard-stick  the 
length  of  various  objects,  such  as  the  floor,  the 
recitation  bench,  the  outside  of  the  school-house. 


LESSON    VI. 

THE   ROD   AND   THE   FURLONG. 

The  teacher  is  furnished  with  a  pole  a  rod  in 
length.  This  pole  is  divided  by  notches  into  five 
and  a  half  yards.  The  entire  yard  at  one  end  of  the 
pole,  is  divided  into  feet  and  the  extreme  foot  of 
this  yard  is  cut  into  inches. 

By  a  process  similar  to  that  of  the  previous  les- 
son, he  teaches  the  class  that  "  Five  and  a  half  yards 
make  a  rod."  Having  given  a  clear  conception  of 
the  length  of  the  rod,  he  takes  the  class  into  the  field 


116  OBJECT    LESSONS. 

and  asks  them  to  guess  at  different  distances,  three, 
five,  six,  nine,  or  twelve  rods  in  extent  and  limited 
by  some  visible  object,  as  a  tree  or  a  rock. 

Finally,  accompanied  by  the  children  he  measures 
off  forty  rods  of  level  road,  stations  a  boy  at  one 
end  and  another  at  the  other  end  of  the  space 
measured,  places  the  children  where  they  can  see 
both  boys,  and  thus  gives  the  notion  of  a  furlong 
and  the  number  of  rods  that  it  contains. 

With  these  data  he  can  easily  give  an  idea  of  the 
length  of  a  mile. 

These  lessons  should  be  closed  by  a  concert 
recitation  of  the  table  of  distances : 

Twelve  inches  make  one  foot ; 
Three  feet  make  one  yard  ; 
Five  and  a  half  yards  make  one  rod ; 
Forty  rods  make  one  furlong  ; 
Eight  furlongs  make  one  mile. 

The  preceding  lessons  on  length  will  suggest  to 
the  teacher  the  proper  me  hod  of  teaching  the  scale 
of  weights. 

He  will  need  for  this  purpose  a  pair  of  scales  and 
the  different  weights. 

With  the  same  method  he  may  also  teach  the 
scales  of  the  different  measures,  as  dry  measure, 
wine  measure,  etc.  The  apparatus  for  such  exer- 
cises can  be  easily  obtained. 

Each  series  of  lessons  should  be  followed  by  a 
concert  recitation  of  the  entire  corresponding  table 


EYE    CULTURE  H7 


GEOMETRICAL  FIGURES  IN  DRAWING  LESSONS. 

No  exercise  is  more  effective  in  cultivating  the 
sense  of  sight,  than  that  of  drawing  the  various  fig- 
ures in  Geometry.  These  figures,  moreover,  serve  as 
excellent  models  for  manual  practice.  In  drawing 
them  and  afterward  pointing  out  and  naming  their 
different  parts,  both  the  eye  and  the  hand  of  the 
pupil  are  equally  trained  to  precision  and  quickness. 

So  great  is  the  value  of  these  lessons  that  the 
teacher  who  is  unskilled  in  drawing,  is  earnestly  urged 
to  prepare  for  teaching  them  by  special  practice. 

By  spending  a  half  hour  of  leisure  in  drawing 
each  figure,  he  will  find,  in  nearly  all  cases,  that 
when  the  time  allotted  to  the  lesson  arrives,  he  can 
draw  a  model  sufficiently  correct  for  the  children  to 
imitate.  Aside  from  the  progress  of  the  class,  his 
own  improvement  will  amply  repay  him  for  such 
an  effort. 

In  the  following  exercises  in  drawing  we  can 
profitably  review  a  few  of  the  lessons  already  given. 


LESSON    I. 

THE    EIGHT    ANULE. 
(FOE   THE   BLACKBOARD.) 

Please  follow  the  method  used  in  giving  our  first 
lessons  in  drawing. 


118  OBJECT    LESSONS. 

At  the  word  one  make  a  point ;  at  the  word  two 
make  a  point  six  inches  to  the  right ;  at  the  word 
three  make  a  point  three  inches  directly  above  the 
last ;  at  the  word  four  make  a  point  three  inches  be- 
low, thus : 


-(2)       (1) » 


(4) 


Now  begin  back  at  the  first  point  and  connect  the 
points  in  the  same  order  as  I  count  one,  two,  three. 

What  kind  of  lines  have  we  drawn  ?  Two  straight 
lines.  In  what  respect  are  they  different  from  each 
other  !  One  is  a  horizontal  and  the  other  a  perpen- 
dicular line.  What  are  these  two  openings  made 
by  one  line  meeting  the  other  called  ?  Angles. 

But  do  you  remember  when  one  straight  line 
meets  another  straight  line,  so  that  the  angles  which 
it  makes  are  equal  to  each  other,  what  these  angles 
are  called?  Yes,  sir  ;  they  are  called  right  angles. 
Repeat  —  "When  one  straight  line  meets  another 
straight  line  in  such  a  way  that  the  angles  which  it 


EYE    CULTURE.  119 

makes  arc  equal  to  each  other,  these  angles  are 
right  angles." 

Draw  the  same  angles  in  different  positions,  as 
follows,  and  point  out  the  two  right  angles. 


Next  make  several  right  angles  in  a  variety  of 
positions  and  let  the  class  draw  them,  until  they  can 
at  once  distinguish  a  right  angle  whenever  they  see 
one. 


LESSON    II. 

OBTUSE    ANGLES. 


Make  one  right  angle  and  then  three  obtuse 
angles.  Let  the  class  practice  drawing  these  a 
while.  Then : 


120 


OBJECT    LESSONS 


How  many  angles  have  we  drawn ?  Four.  Which 
of  these  is  a  right  angle  ?  The  first  one.  Are  the 
other  three  larger  or  smaller  than  the  right  angle? 
Larger.  Well,  any  angle  larger  than  a  right  angle 
is  called  an  obtuse  angle.  What,  then,  are  these 
three  angles  ?  Obtuse  angles. 

I  will  rub  out  your  models.  Clean  the  board 
and  draw  a  right  angle.  [The-  class  draw.]  Now 
draw  four  obtu>e  angles. 


LESSON    III. 

ACUTE   ANGLES. 


Draw  a  right  angle  and  four  acute  angles  for 
models. 


After  sufficient  practice  in  drawing  these,  let  the 
children  point  out  the  riirht  an'rle.     Then  : 


EYE    CULTURE.  121 

Are  the  other  angles  you  have  drawn  greater  or 
less  than  the  right  angle  ?  Less.  All  angles  less 
than  a  right  angle  are  called  acute  angles.  What 
are  these  angles,  then?  Acute  angles. 

Now  clear  the  board  of  models  and  all  draw  one 
right  angle  and  four  acute  angles  without  a  copy. 


LESSON    IV. 

TRIANGLES. THE    RIGHT   ANGLE. 

Let  the  class  make  three  angles  without  a  model, 
viz.,  a  right  angle,  an  obtuse  angle,  and  an  acute 
angle,  and  give  the  proper  name  to  each. 


Next  all  join  the  ends  of  the  lines  in  the  right 
angle  with  a  straight  line. 

Now  do  you  remember  the  figure  that  you  have 
made,  James?  Yes,  sir ;  it  is  a  triangle.  How 
many  lines  or  sides  has  it  ?  Three. 

How  many  angles  has  it  ?  Three  angles.  What 
is  a  triangle,  then  ?  A  figure  that  has  three  sides 
and  three  angles.  Repeat. 

Look  again  at  our-  triangle  and  tell  me  how  many 
rijrht  an  cries  you  can  find  in  it.  One.  What  kind 


122  OBJECT    LESSONS. 

of  angles  are  the  two  others  ?  Acute  angles.  Well, 
every  triangle  with  a  right  angle  in  it,  is  a  right 
angled  triangle.  Repeat — Every  triangle,  etc. 

Each  draw  without  a  model  several  right  angled 
triangles. 


LESSON    V. 

OBTUSE   AND   ACUTE   ANGLED   TRIANGLES. 

Draw  an   obtuse  angle.     Right.     Now  connect 
the  ends  of  the  two  lines  with  a  straight  line. 


What  figure  have  you  made  ?  A  triangle.  What 
kind  of  angles  has  it  ?  One  obtuse  angle  and  two 
acute  angles.  Every  triangle  which  has  an  obtuse 
angle  may  be  called  an  obtuse  angled  triangle. 

What  is  an  obtuse  angled  triangle  ?  A  triangle 
that  has  an  obtuse  angle. 

Take  another  model  and  draw  from  it. 

What  kind  of  angles  have  we  in  this  triangle  ? 
Three  acute  angles.  It  is, therefore  an  acute  angled 


EYE    CULTURE. 


123 


triangle.     What  is  an  acute  angled  triangle?     One 
that  has  three  acute  angles. 

Draw  three  obtuse  and  three  acute  angled  tri- 
angles. 


LI  SSON    VI. 

TRIANGLES THE     ISOSCELES,    THE     EQUILATERAL,     AND 

THE    SCALENE. 

Furnish  the  class  a  model  for  an  isosceles  triangle. 
Let  them  draw  and  define  it. 


An  isosceles  triangle  is  one  that  has  two  equal 
sides. 

Then  draw  for  the  class  a  model  of  an  equilateral 
triangle.  Let  them  make  and  define  it. 


124 


OBJECT    LESSONS 


An  equilateral  triangle  is  one  that  has  its  three 
sides  equal  to  each  other. 
Also  a  scalene. 


A  triangle  is  called  scalene  when  its  three  sidee 
are  unequal. 


LESSON    VII. 

REVIEW. 


Draw  from  memory  and  define  a  right  angled 
triangle,  an  obtuse  angled  triangle,  and  an  acut? 
angled  triangle. 


EYE    CUI/1URE.  125 

FOUR-SIDED  FIGURES. 

LESSON    VIII. 

THH:  SQUARE. 

Make  points  for  the  square  six  indies  apart  oi* 
the  board. 

Give  the  class  sufficient  practice  in  drawing  it. 


What  figure  have  you  drawn  '(  The  square. 
How  does  it  differ  from  the  triangle  ?  It  has  one 
more  side  and  one  more  angle.  Are  its  four  sides 
equal  or  unequal  ?  Equal.  What  kind  of  angles 
does  it  contain  ?  Right  angles.  What  is  a  square, 
then  ?  A  figure  that  has  four  equal  sides  and  four 
right  angles. 

Draw  several  squares  each, without  the  model. 


LESSON    IX. 

THE    RHOMB. 

This  is  a  new  figure.  You  see  the  sides  are  of 
equal  length.  You  notice  how  I  have  arranged  the 
points.  Draw  six  each. 


126  OBJECT   LESSONS. 

Ill  what  respect  is  this  figure  like  the  square?    It 
has  four  equal  sides.     In  what  respect  is  it  unlike 


the  square  ?  Its  angles  are  not  right  angles.  What 
sort  of  angles  are  they,  then  ?  Two  are  obtuse  angles 
and  two  are  acute  angles.  A  rhomb,  then,  is  a 
figure  which  has  four  equal  sides  and  two  obtuse 
and  two  acute  angles.  All  repeat. 


LESSON    X. 

PARALLELOG  RAM. 


Another  new  figure.  Lock  at  it  carefully.  Com- 
pare it  with  the  square  and  what  difference  do  you 
Bee?  The  sides  are  not  equal.  Compare  the  oppo 


EYE    CULTURE. 


127 


site  sides  with  each  other  and  what  then  ?  The  op- 
posite sides  are  equal.  Look  again  and  you  will  see 
that  they  are  also  parallel.  Draw  six  parallelo- 
grams each. 

Now  what  is  a  parallelogram  ?  A  figure  of  four 
sides  j  the  opposite  sides  being  parallel  and  equal. 

Notice  that  in  a  parallelogram  we  say  nothing 
about  the  angles.  In  fact  it  makes  no  difference 
whether  the  angles  are  all  right  angles  or  two  of 
them  obtuse  and  two  acute,  if  only  the  opposite 
sides  are  parallel. 

Here  is  another  parallelogram  which  you  may 
draw. 


The  opposite  sides,  you  see,  are  parallel.  What 
are  the  angles?  Right  angles.  On  that  account 
we  call  this  figure  a  right  angled  parallelogram  or 
a  rectangle.  What  is  a  rectangle  1  A  parallelo- 
gram having  fow  right  angles. 


128  OBJECT    LESSONS, 

LESSON    XI. 

TRAPEZOID. 


A  trapezoid  is  a  four-sided  figure  having  two  of 
the  opposite  sides  parallel. 


LESSON    XII. 

TRAPEZIUM. 


The  trapezium  is  a  four-sided  figure  with  the  op- 
posite sides  not  parallel. 


LESSON    XIII. 

REVIEW. 


Draw  from  memory  and  define  a  square,  a  rhomb, 
a  parallelogram. 


EYE    CULTURE. 


129 


A  rectangle,  a  trapezoid,  a  trapezium.  Mention 
some  things  shaped  like  the  square.  The  Atlas.  A 
picture  frame.  One  side  of  the  dictionary.  A 
handkerchief.  Think  of  something  shaped  like  a 
rectangle.  A  hook.  A  slate.  The  door.  Half  a 
sheet  of  letter  2>aper>  The  table. 


POLYGONS. 
LESSON    XIV. 

THE  PENTAGON. 


In  drawing  the  pentagon  let  the  pupil  be  guided 
by  points  properly  placed. 


How  many  angles  in  this  figure  8     Five.     How 

many  sides  \     Five.     Well,  this  is  a  pentagon  or 

five-sided  figure.     What  is  a  pentagon,  then?     A 

figure  that  has  five  angles  and  five  sides^ 

6* 


130 


OBJECT    LESSONS 


LESSON    XV. 

THE   HEXAGON. 


This  figure  is  a  little  different  from  the  pentagon, 
How  many  sides  has  it?  Six.  How  many  angles  1 
Six. 

It  is  called  a  hexagon.  What  is  a  hexagon?  A 
figure  that  has  six  angles  and  six  sides. 


LESSON    XVI. 

THE   HEPTAGON. 


Count  the  angles  and  sides  of  the  figure  we  have 


EYE    CULTURE.  131 

brawn  now.  Seven  angles  and  seven  sides.  How 
many  sided  ?  Seven  sided.  It  is  called  a  heptagon. 
What  is  a  heptagon  ?  A  figure  that  has  seven  angles 
and  seven  sides. 


LESSON    XVII. 

THE    OCTAGON. 


How  does  this  figure  differ  from  the  heptagon  ? 
It  has  one  more  side  and  one  more  angle.  It  is  an 
octagon.  What  is  an  octagon  ?  A  figure  that  has 
eight  sides  and  eight  angles. 


LESSON    XVIII. 

THE    CIRCLE. 


Draw  the  circle  by  the  same  arrangement  of 
points  as  in  the  square.     The  class  will  need  the 


132  OBJECT    LESSONS. 

time  for  practice  in  drawing  this  figure  usually 
assigned  to  two  lessons. 


Its  properties  may  be  impressed  by  the  following 
questions :  What  is  this  figure  called  ?  A  circle. 
Here  is  a  quarter  of  a  dollar ;  what  is  the  shape  of 
it?  It  is  a  circle. 

Well,  the  distance  round  the  edge,  on  the  outside, 
is  called  its  circumference.  Look  at  the  bottom  of 
the  water-pail ;  what  is  its  shape  ?  The  shape  of  a 
circle.  What  is  its  circumference?  The  distance 
round  the  edge  on  the  outside.  Now  if  we  could 
find  a  point  in  the  middle  that  would  be  equally 
distant  every  way  from  the  outside,  we  should  call 
it  the  center  of  the  circle.  William,  put  your  finger 
on  the  center  of  this  circle.  Jane,  here  is  the  bot- 
tom of  a  tin  cup  that  is  a  circle.  What  is  its  cir- 
cumference? The  distance  round  the  outer  edge. 
Try  to  put  your  pencil  on  the  point  that  is  the  cen- 
ter of  this  circle.  Yery  well.  [The  teacher  now 
takes  a  piece  of  twine  six  inches  in  length,  ties  one 


EYE    CULTURE.  133 

end  to  a  crayon,  and  holding  the  other  end  firmly 
on  the  board,  draws  a  true  circle.']  What  is  the 
center  of  this  circle?  The  point  where  the  string 
was  held  still.  What  is  the  circumference  ?  The 
Line  drawn  by  the  crayon  in  going  round  the  center. 
What  is  the  distance  from  the  center  to  every  part 
of  the  circumference  ?  The  length  of  the  string. 
A  circle,  then,  is  a  figure  whose  circumference  is 
everywhere  equally  distant  from  a  point  called  the 
center.  Kepeat. 


LESSON    XIX. 

THE    RADIUS. 


The  teacher  and  pupils  draw  several  circles  with 
the  crayon  and  string. 

Tell  me  the  distance  from  the  center  of  this  circle 
to  all  parts  of  the  circumference.  The  length  of  the 
string  used  in  drawing  them.  Why  ?  Because  the 
string  measures  the  distance  from  center  to  circum- 


134:  OBJECT    LESSONS. 

ference.  Well,  the  distance  from  the  center  to  the 
circumference  of  any  circle,  is  called  a  radius. 
Draw  a  straight  line  from  center  to  circumference 
in  the  circles  you  have  made. 

What  is  this  line  called?  A  radius.  Draw  an- 
other in  a  different  direction.  Two  or  more  are 
called  radii.  You  see  that  all  radii  have  the  samo 
length  and  are  therefore  equal. 


LESSON    XX. 

THE    DIAMETER. 


Teacher  draws  a  circle  with  a  radius. 

What  have  we  now  ?  A  circle  and  a  radius. 
Suppose  we  draw  a  radius  to  the  opposite  side  of 
the  circumference  in  the  same  line  or  direction  with 
this  radius.  What  have  I  done  now  ?  Divided  the 
circle  into  two  equal  parts.  Well,  any  straight  h'ne 
that  passes  through  the  center  of  a  circle  to  opposite 


EYE    CULTURE. 


135 


points  in  the  circumference,  divides  the  circle  into 
two  equal  parts.  This  line  is  called  the  diameter 
of  the  circle.  "What  is  the  diameter  of  a  circle, 
then  ?  A  straight  line  passing  through  the  center  to 
opposite  points  in  the  circumference.  How  many 
radii  is  the  diameter  equal  to  ?  Two. 


LESSON    XXI 

THE    SEMICIRCLE. 


Draw  several  circles  and  their  diameters. 

We  found  that  the  diameter  divides  the  circle 
into  two  equal  parts.  What  part  of  a  whole  circle 
is  each  one  of  these  ?  A  half.  The  word  semi  means 
half.  What  may  we  call  one  of  these  parts,  there- 
fore ?  A  semicircle.  How  many  semicircles  in  a 
whole  circle  1  Two.  Draw  several  semicircles. 

Now  draw  several  circles  and  divide  them  into 
semicircles. 


136  OP..JECT    LESSONS. 

LESSON    XXII. 

THE    QUADRANT. 

Make  a  circle  with  a  horizontal  diameter. 


What  have  we  here  ?  A  circle  with  its  diameter. 
How  many  semicircles  ?  Two.  Draw  a  radius 
perpendicular  to  this  diameter  and  it  will,  as  you 
see,  divide  the  semicircle  into  two  equal  parts. 
Now  draw  a  radius  downward  in  the  same  straight 
line  with  the  last  and  how  many  parts  have  we 
divided  the  lower  semicircle  into  ?  Two  equal  parts. 

How  many  such  parts  have  we  in  the  whole 
circle  ?  Four.  What  part  of  the  whole  circle, 
then,  is  each  one  of  these?  A  quarter  of  the  whole 
circle.  The  word  quadrant  means  quarter.  What 
may  we  call  each  of  these  quarters,  then  ?  A 
quadrant.  How  much  of  the  circumference  of  the 
circle  is  there  in  each  quadrant?  A  quarter.  How 
is  each  quadrant  bounded  ?  By  two  radii  and  a 
quarter  of  the  circumference.  What  kind  of  angle 
do  the  radii  make  ?  A  right  angle. 


EYE    CULTURE.  137 

In  this  way  the  teacher  may,  if  he  thinks  proper, 
teach  the  nature  of  the  tangent,  sine,  cosine,  se 
cant,  etc. 


SOLIDS. 

IN    DRAWING   LESSONS   OR   FROM   MODELS   IN    WOOD. 

Wooden  models  of  some  of  the  more  simple  of 
the  regular  solids,  will  be  needed  for  the  following 
lessons.  Any  teacher  who  is  accustomed  to  use  car- 
penters' tools,  can  make  them  for  himself.  Other- 
wise, they  can  be  made  without  much  expense  by 
the  nearest  mechanic.  A  large  assortment  of  such 
models  can  be  obtained  from  Holbrook  &  Co., 
Hartford,  Ct.,  or  from  Sherwood  &  Co.,  Chicago. 
These  firms  have  agencies  in  all  our  large  cities. 

Perhaps  the  figures  of  solids  to  be  presented,  will 
be  too  difficult  for  models  in  drawing.  If  so,  they 
should  be  taught  simply  from  the  models  of  wood. 


LESSON    I. 

A    SOLID. 


Here  is  a  glass  full  of  water.  Suppose  I  try  to 
put  more  water  into  the  glass?  It  will  run  over. 
What  if  I  turn  the  glass  a  little  ?  The  water  will 
run  out.  Can  you  think  of  any  other  things  that 
would  do  this  ?  Yes,  sir  ;  milk,  or  oil,  or  molassts. 
Well,  things  like  water  that  always  run  down  hill 


138 


OBJECT    LESSONS. 


when  there  is  nothing  to  prevent  them,  and  change 
their  shape  easily  to  fit  the  vessel  that  holds  them, 
are  called  fluids.  What  is  vinegar?  A.  fluid, 
Why  ?  Because  it  runs  easily  like  water  and 
changes  its  shape  to  fit  the  cruet.  Well,  there  are  a 
great  many  things  that  do  not  change  their  shape 
easily.  Here  is  a  piece  of  chalk ;  when  I  put  it 
into  the  glass  does  it  change  its  shape  and  fit  the 
glass  like  water  ?  No,  sir. 

Anything  that  does  not  easily  change  its  shape 
is  a  solid.  Think  of  some  other  things  that  are 
solids.  A  stone.  A  'book.  The  table.  My  knife. 

Very  well ;  here  is  an  egg — is  it  a  solid  or  a  fluid  ? 
A  solid.  If  I  break  the  shell  does  it  not  run  ?  Yes, 
sit' ;  the  shell  is  a  solid  but  the  inside  is  a  fluid. 


LESSON     II. 

EVERY    SOLID   BOUNDED    BY    LINKS. 

I  have  drawn  three  lines  on  the  board ;  tell  me 
what  lines  they  are. 


One  is  a  straight  line,  one  is  a  curve,  and  one  is 
a  crooked'  line. 


EYE    CULTURE.  139 

What  is  a  straight  line  ?  The  nearest  way  or  dis- 
tance between  two  points.  [Teacher  illustrates  l)y 
two  points  on  the  ~board,  making  several  curves  and 
one  straight  line  between  them.}  What  is  a  curved 
line  or  curve?  A.  line  that  changes  its  direction 
equally  at  every  point.  Look  now  at  the  crooked 
line ;  you  see  it  is  made  up  of  very  small  curves 
and  bits  of  straight  lines  all  mingled  together,  so 
that  the  whole  line  changes  its  course  unequally  at 
different  points.  What,  then,  is  a  crooked  line  ? 
A  line  that  changes  its  course  unequally  at  different 
points.  [Illustrate  ~by  making  examples.} 

Which  of  these  lines  can  you  measure  exactly  9 
The  straight  line  and  the  curve.  Why  can  you  not 
measure  the  crooked  line  ?  The  rule  would  not  Jit  it. 

Everything  solid  is  bounded  by  lines,  straight, 
curved,  or  crooked.  Open  the  door  and  look  at  its 
edges  ;  are  they  straight,  curved,  or  crooked  ? 
Straight.  Yes ;  whether  you  look  at  the  top.  bot- 
tom, or  side,  it  is  still  straight.  What  lines  bound 
tjie  door,  then  ?  Straight  lines.  Look  at  the  stove- 
pipe ;  what  lines  bound  it  up  and  down  ?  Straight 
lines.  What  lines  run  around  it  ?  Curved  lines. 

Here  are  some  solids — a  stone,  a  brick,  and  a 
globe.  Look  at  the  stone  as  I  hold  it  up ;  what 
lines  run  around  it  every  way  ?  Crooked  lines. 
Notice  the  brick  ;  what  lines  run  along  the  outside  ? 
Straight  lines.  Now  the  globe ;  what  line  surrounds 
it ?  A  curved  line.  What  sort  of  curve  is  it?  The 
circumference  of  a  circle. 


IJ.0  OBJECT     LESSONS 

You  remember  we  can  measure  straight  lines  arid 
curves,  but  can  not  measure  crooked  lines.  Now 
such  solids  as  the  brick  and  globe,  being  bounded 
by  straight  or  curved  lines,  can,  for  that  reason,  be 
measured  ;  but  the  stone,  being  bounded  by  crooked 
linos,  can  not  be  measured.  [Illustrate  with  the  ruleJ\ 


LESSON    III. 

THE    SOLID    ANGLE. 

All  the  angles  that  you  have  drawn  as  yet,  have 
been  made  by  two  lines  meeting  on  a  plane  or  flat 
surface.  A  surface,  you  know,  is  the  outside  of 
anything.  The  outside  of  the  table  is  its  surface. 
Here  is  the  surface  of  the  blackboard.  Tell  me  of 
some  other  surfaces.  The  surface  of  the  desk — the 
stone — the  door.  Well,  a  plane  surface  is  such  that, 
if  you  lay  a  straight  line  on  it  in  any  direction, 
every  part  of  the  line  will  touch  the  surface.  The 
edge  of  this  ruler  is  a  straight  line ;  see  me  lay  it 
on  the  surface  of  the  table  several  ways  ;  does  every 
part  of  the  edge  touch  the  table  ?  Yes,  sir.  What 
kind  of  a  surface  is  it,  then  ?  A  plane  surface. 
Try  the  globe  in  the  same  way  ;  has  it  a  plane  sur- 
face ?  No,  sir.  Try  the  blackboard ;  what  surface 
lias  it?  A  plane  surface.  What  other  plane  sur- 
faces do  you  see  ?  The  wall.  The  slate.  The  cove* 
of  the  book.  Yery  well ;  now  I  will  tell  you  that 


EYE    CULTURE. 


141 


all  the  figures  that  we  have  been  making  have  been 
drawn  on  a  plane  surface,  and  are  called  plane  fig- 
ures. [Illustrate  by  drawing  a  figure  on  the  board  J\ 
"What,  then,  is  a  plane  angle  ?  An  opening  made 
by  two  lines  meeting  on  a  plane  surface.  Now  I  can 
show  you  what  a  solid  angle  is.  It  is  made  up  of 
three  or  more  plane  angles  meeting  at  one  point. 
Here  are  three  pieces  of  card  cut  so  as  to  represent 
three  plane  angles.  I  will  put  them  together  so 
that  the  three  angles  meet  at  one  point,  thus  : 


This,  too,  is  a  solid  angle.  [Shows  the  class  the 
angle  of  a  cubeJ] 

What  kind  of  plane  angles  make  up  this  solid 
angle  ?  Right  angles.  {The  teacher  shows  a  variety 
cf  solid  angles^] 


LESSON    IV. 

THE   TRIANGULAR    PRISM. 

This  is  a  beautiful  solid.     How  many  surfaces 
has  it  ?     Five.     Yes — three   sides   and   two   ends. 


142 


OBJECT    LESSONS. 


What  sort  of  surfaces  are  they?     Plane  surfaces, 
By  what  lines  are  they  bounded  ?     /Straight  lines. 


What  is  the  shape  of  each  end  ?  It  is  a  triangle. 
What  is  the  shape  of  each  side  ?  It  is  a  parallelo- 
gram. How  many  solid  angles  has  this  solid  ?  Six. 
Of  what  kind  of  plane  angles  is  any  one  of  these 
solid  angles  formed  ?  Of  two  right  angles  and  one 
acute  angle  meeting  at  one  point. 

Look  at  the  ends  of  this  solid  again.  Notice,  once 
more,  that  they  are  equal  triangles,  and  that  the 
three  straight  lines  that  bound  the  sides  and  touch 
each  angle  of  the  two  triangles  are  of  equal  length. 
The  two  triangles,  then,  are  everywhere  the  same 
distance  from  each  other.  What  can  you  say  of 
them  in  view  of  this  fact  ?  They  are  parallel.  And 
what,  again,  is  the  shape  of  each  side  ?  It  is  a 
parallelogram. 

Well,  any  solid  whose  ends  are  equal,  alike  in 
shape,  and  parallel  to  each  other,  and  whose  sides 


EYE    CULTURE. 

are  parallelograms,  is  called  a  prism.    Kepeat  care- 
fully. 

Now  give  me  the  different  reasons  why  this  solid 
is  called  a  prism  ;  first,  as  to  the  ends  ?  They  are 
alike.  "Why  ?  Because  they  are  both  equilateral 
triangles.  The  next  reason?  They  are  equal. 
Wliy  ?  Because  the  sides  of  both  triangles  are  of 
eq  ual  length.  The  third  reason  ?  These  two  tri- 
angles are  parallel  to  each  other.  The  fourth  rea- 
son ?  The  sides  between  the  two  triangles  are  paral- 
lelograms. 


LESSON    V. 

THE    QUADRANGULAR    PKISM. 


Another  solid  for  this  lesson.  How  many  sui- 
aces  has  it  ?  Six  surfaces.  How  many  sides  and 
ends  ?  Four  sides  and  two  ends. 

What  kind  of  figures  are  the  ends  ?     They  are 


[44  OBJECT    LESSONS. 

squares.  Why  ?  Th^y  have  four  equal  sides  and 
four  right  angles.  Is  one  square  larger  than  the 
other?  JVo,  sir;  they  are  equal.  ETow  these  four 
edges  or  lines  bound  the  sides  and  touch  every 
angle  of  the  square.  Are  they  equal  or  uneqm.l? 
Equal.  The  squares,  then,  are  everywhere  equally 
distant  from  each  other;  what  of  that?  They  are 
parallel  to  each  other.  And  now  what  is  the  form 
of  each  of  the  four  sides  ?  It  is  a  parallelogram. 

Tell  me  again  what  a  prism  is.  It  is  a  solid  whose 
ends  are  alike  and  equal  and  parallel  and  whose 
sides  are  parallelograms.  What  is  this  solid,  then  ? 
A  prism.  Well,  quadrangular  means  having  four 
angles.  How  many  angles  have  the  ends  ?  Four. 
What  may  this  prism  be  called,  then?  A  quad- 
rangular prism.  How  many  solid  angles  has  this 
prism  ?  Eight.  How  are  they  made  ?  By  three 
right  angles.  Let  us  now  put  this  prism  out  of 
sight  and  review  the  lesson  from  memory. 


LESSON    VI. 

FIVE-SIDED   PRISM. 


Count  the  surfaces  of  this  solid.  Seven— five  sides 
two  ends.  What  are  the  ends  ?  Equal  penta- 
gons or  five-sided  figures.  What  else  can  you  tell 
me  about  them  ?  They  are  parallel.  What  arc  the 


EYE    CULTURE. 


145 


five  sides?  Parallelograms.  What  is  this  solid, 
then  ?  A  prism.  And  as  it  lias  five  sides}  we  may 
call  it  a  five-sided  prism. 


LESSON    VII. 

SIX-SIDKD    PRISM. 


How  many  sides?     Six.     What  are   the  ends? 
Two  equal  sexagons.      What  further?      They  are 

7 


U6  OBJECT    LESSONS. 

parallel.     What  are  the  sides?     Parallelograms. 
What  is  this  solid,  then?     A  six-sided  prism. 

Notice  that  the  ends  always  have  as  many  line- 
sides  as  there  are  surface-sides  in  the  prism. 


LESSON     VIII. 

REVIEW    OF    PRISMS. 

Answer  the  questions  in  this  lesson  without  the 
models.  What  is  a  prism  ?  What  is  a  triangular 
prism?  A  quadrangular  prism?  A  five-sided  prism? 
A  six-sided  prism  ?  How  many  line-sides  will  the 
ends  of  a  prism  have  ?  How  do  you  know  that  the 
planes  of  the  two  ends  are  parallel  ? 


LESSON    IX. 

THE   TRIANGULAR    PYRAMID. 

Here  is  a  new  solid  different  from  the  prism. 
How  many  surfaces  has  it  ?  Four.  What  are  these 
surfaces  ?  Triangles.  Look  at  the  sides  of  one  of 
these  triangles ;  are  they  equal  or  unequal  ?  Equal. 
What  kind  of  triangles  are  the  surfaces  of  this  solid, 
then  ?  Equilateral  triangles.  How  many  solid 
angles  has  this  solid  ?  Four.  How  are  they 
formed?  By  three  acute  angles  meeting  at  the 
same  point. 


EYE    CULTURE. 


147 


Place  this  solid  on  the  table, 
it  stands  on,  is  called  its  base. 


The  surface  that 
Now  how  many 


sides  has  it?  Three.  "What  kind  of  sides?  Tri- 
angles. "Where  do  the  sides  or  triangles  meet? 
At  the  top.  "Well,  the  top  where  the  triangles  meet 
is  called  the  vertex.  Look  at  the  base  again ;  how 
many  sides  has  it?  [The  teacher  should  point  out 
carefully  the  difference  between  surfaces  and  sides  of 
lines.  The  sides  of  a  plane  figure  may  be  catted  line- 
sides ',  while  the  sides  of  a  solid  may  be  called  surface- 
sides.}  Three.  "Well,  the  base  will  always  have  as 
many  line-sides  as  there  are  surface-sides  in  the 
solid.  Count  and  see. 

Shall  I  tell  you  the  name  of  this  solid?     It  is  a 
pyramid.     A  pyramid  is  a  solid  whose  sides  are. 
three  or  more  triangles  meeting,  as  you  see,  in  a 
point  called  a  vertex,  and  whose  base  is  a  plane  fig 
ure  like  this,  bounded  by  lines  which  form  the  bases 


148  OBJECT    LPJSSONS. 

of  the  triangles.    [  Teache^  reviews  each  of  the  ab&i  e 
particulars.] 

Pyramids  are  always  named  from  the  shape  of  the 
base.  What  is  the  shape  of  this  base  ?  Triangu- 
lar. What  sort  of  pyramid  is  this,  then  ?  A  tri- 
angular pyramid.  Notice  that  this  solid  is  of  such 
a  form  that  we  can  take  any  side  as  the  base. 


LESSON   X. 

THE  QUADE ANGULAR  PYRAMID. 


Another  pyramid.  How  many  surface-sides  has 
it?  Four.  What  are  they?  Triangles.  What  kind? 
fsosceles.  Where  do  these  triangles  meet  ?  At  the 
vertex.  Now  look  at  the  base.  How  many  line- 
eides  has  it?  Four.  If  the  base  of  each  trianglo, 
as  you  see,  forms  one  line-side  of  the  base  of  the 


EYE    CULTURE.  149 

pyramid,  how  many  line-sides  must  the  base  have  ? 
Four. 

As  the  base  has  four  line-sides  and  four  angles, 
what  may  this  pyramid  be  called?  A  quadrangu- 
lar pyramid. 


LESSON    XI. 

THE    PENTANGULAR    PYRAMID. 


Describe  this  pyramid ;  first  as  to  the  surface- 
sides.  It  has  Jive  isosceles  triangles  meeting  at  the 
vertex.  Next  as  to  the  base.  Its  base  is  a  penta- 
gon. It  has  five  line-sides^  and  each  side  is  the  base 
of  one  of  the  triangles. 

As  the  base  is  a  pentagon  and  has  five  angles,  we 
may  call  this  pyramid  a  pentangular  pyramid. 

Review  these  particulars  thoroughly. 


150 


OBJECT    LESSONS. 


LESSON   XII. 

REVIEW  OF  THE  PYRAMIDS. 

(WITHOUT  THE  MODELS.) 

What  is  the  least  number  of  surface-sides  that  a 
pyramid  can  have  ?  "What  shape  must  every  side 
have  ?  Where  will  all  the  triangles  that  form  the 
sides  of  the  pyramid  meet?  How  many  line-sides 
must  the  base  of  a  triangular  pyramid  have? 
What  part  of  the  triangles  will  these  sides  be  ? 
How  many  sides  must  a  quadrangular  pyramid 
have  ? 


LESSON   XIII. 

THE    CUBE. 


How  many  surfaces  lias  this  solid?  Six.  What 
kind  of  surfaces  are  they  ?  Plane  surfaces.  Look 
at  one;  what  is  its  shape?  It  is  a  square.  What 


EYE    CULTURE 


151 


is  a  square  ?  A  plane  figure  that  has  four  equal 
sides  and  f  OUT  right  angles.  How  do  these  six  sides 
compare  with  each  other  as  to  size  ?  They  are  all 
equal.  This  solid  is  called  a  cube.  A  cube  is  a 
solid  with  six  sides  which  are  equal  squares. 

How  many  solid  angles  has  the  cube  ?  Eight. 
How  are  they  formed  ?  By  three  right  angles  meet- 
ing in  a  point.  Tell  me  again  what  a  cube  is. 


LESSON    XIV. 

TIIR    CYLINDER. 


What  kind  of  surfaces  has  this  solid  ?  A  surface 
like  a  circle  on  the  sides  and  two  plane  surfaces  at 
the  ends.  What  kind  of  lines  would  fit  the  side 
crosswise  ?  Curved  lines.  Well,  we  will  call  the 
side  a  curved  surface,  then.  Here  are  several 


152  OBJECT    LESSONS. 

curved  surfaces.  [Showing  a  globe,  a  hemisphere,  a 
half -dollar. ~\  You  see  they  are  curved  like  curved 
lines.  Now  this  curved  surface  of  the  sides  is  not 
divided  as  in  the  prism  but  is  all  one  surface. 

Notice  the  ends.  What  are  they  ?  They  are 
circles.  How  do  they  compare  in  size  ?  They  are 
equal  circles.  Are  they  not  an  equal  distance 
apart  ?  Yes,  sir  ;  they  are  parallel. 

Again  looking  at  the  side  of  this  solid  carefully, 
we  see  that  its  diameter  or  distance  through  the 
center  is  everywhere  the  same  as  the  diameter  of  the 
circles  at  the  ends. 

This  solid  is  a  cylinder.  A  cylinder  is  a  circular 
solid  whose  diameter  is  everywhere  the  same,  and 
whose  ends  are  equal  parallel  circles. 


LESSON    XV. 

THE   CONE. 

Have  you  ever  seen  anything  like  this  solid '( 
James.  Yes  j  it  is  like  the  steeple  on  the  church. 
Susan.  It  is  exactly  like  a  sugar-loaf.  Very  well ; 
let  us  see  in  what  respect  it  is  like  a  pyramid.  It 
comes  to  a  point  called  the  vertex  like  a  pyramid, 
and  has  a  plane  surface  for  a  base.  But  you  see  it 
is  not  shaped  like  the  base  of  a  pyramid. 

In  what  respects  is  this  solid  like  a  cylinder?  It 
has  a  plane  surface  for  its  base,  which  is  circular 


EYE    CULTURE. 


153 


like  one  end  of  a  cylinder,  and  it  rises  from  its  lase 
with  a  curved  surface  that  tapers  to  a  vertex, 


This  solid  is  a  cone.  A  cone  has  a  circle  for  its 
base  and  rises  with  a  curved  surface  to  a  vertex. 
Repeat. 


LESSON    XVI. 


THE   SPHERE. 


Here  is  an  interesting  solid. 


You  see  it  is  not 
divided  into  different  surfaces  like  the  other  solids 
which  we  have  studied,  but  is  surrounded  by  a 
single  surface.  What  sort  of  a  surface  has  it  ?  A 
curved  surface.  Look  at  it  as  I  hold  it  up,  and  sup- 
pose a  line  to  run  around  it  on  its  surface,  what 
would  such  a  line  be?  The  circumference  of  a 
circle.  Now  look  at  it  on  this  side,  and  now  on 
this,  and  what  do  you  see?  The  circumference  of 


154  OBJECT    LESSONS. 

a  circle.     This  solid,  then,  has  a  circular  form  in 
every  direction. 


This  is  called  a  sphere.  What  is  the  distance 
through  the  center  from  one  side  of  it  to  the  other 
called  ?  Its  diameter.  And  what  do  you  call  the 
greatest  distance  around  it  on  the  surface  ?  Its  cir- 
cumference. You  see  that  this  sphere  has  holes 
running  straight  through  its  center  in  different  di- 
rections :  by  thrusting  this  knitting-needle  through 
these  holes,  thus,  we  can  measure  the  different 
diameters.  How  do  they  compare  in  length  ? 
They  are  equal.  Well,  if  I  could,  in  the  same  way, 
measure  from  different  points  of  the  surface  to  the 
center,  I  should  find  the  distance  everywhere  the 
same. 

Here  is  a  sphere  which  is  cut  through  the  center 
into  two  equal  parts  or  halves.  Taking  these  apart 
you  see,  on  the  inside  of  this  one,  a  round  dot  of 
ink,  which  marks  the  center  of  the  sphere.  You 
see,  too,  the  straight  ink  lines  running  every  way 


EYE    CULTURE. 


155 


on  the  plane  surface  from  the  center  to  the  circumfer- 
ence. These  lines  are  the  radii  of  the  sphere.  Meas- 
ure them.  You  see  they  are  all  equal,  and  so,  if  we 
could  divide  the  sphere  still  further,  so  as  to  meas- 
ure lines  running  from  center  to  circumference  at 
right  angles  to  these,  we  should  find  them  the  same 
length. 

A  sphere,  then,  is  a  solid  bounded  by  a  single 
surface,  so  curved  in  every  direction  that  the  dis- 
tance from  the  center  to  the  circumference,is  every- 
where the  same. 

What  things  can  you  think  of  that  are  spheres  in 
shape  ? 


LESSON    XVII. 

THE    HEMISPHERE. 


You  saw  in  our  last  lesson  that  this  sphere  was 
divided  into  two  equal  parts.  What  part  of  the 
whole  sphere  is  one  of  these  parts  ?  Jt  is  half  the 


156  OBJECT    LESSONS. 

sphere.  The  word  hend  means  half;  what,  then, 
may  we  call  one  of  these  parts  ?  A  hemisphere. 
How  many  surfaces  has  this  hemisphere?  Two,  a 
curved  surface  and  a  plane  surface.  What  is  the 
shape  of  the  plane  surface  ?  It  is  a  circle.  Well, 
you  see,  by  putting  the  two  hemispheres  together, 
that  the  circumference  of  this  circle  is  the  same  as 
the  circumference  of  the  sphere. 


LESSON    XVIII. 

REVIEW. 

(WITHOUT  THE  MODELS.) 

How  many  surfaces  has  the  cylinder?  What 
kind  of  surfaces  are  they  ?  What  is  the  shape  of 
the  ends  ?  How  do  these  circles  compare  in  size  ? 
What  can  you  say  of  their  position  in  respect  to 
each  other  ?  What  is  a  cylinder  ? 

How  many  surfaces  has  the  cone  ?  What  kind 
are  they  ?  What  is  the  shape  of  the  base  ?  Where 
does  the  curved  surface  end  ?  What  is  a  curve? 

How  many  surfaces  has  the  sphere?  What  kind 
of  a  surface  is  it  ?  What  is  the  distance  through 
the  center  of  the  sphere  called  ?  What  is  the 
greatest  distance  around  the  surface  called  ?  Ho-* 
do  the  radii  of  the  sphere  compare  in  length  ? 


EYE    CULTURE 


157 


SPELLING  15Y  OBJECT  LESSONS. 

For  the  following  lessons,  cadi  pupil  should  be 
furnished  with  a  pencil  and  a  slip  of  paper  or  a 
slate.  The  object  selected  for  the  exercise  should 
be  held  up  in  view  of  the  whole  class,  and  the 
teacher  may  proceed  in  the  lesson  according  to  the 
scheme  below.  As  each  property  or  part  is  named, 
let  the  pupils  write  its  name  neatly  in  the  proper 
place. 


OBJECT 


General  Properties 


Parts  -< 


Properties  of  Parts  - 


158  OBJECT    LESSONS. 


Uses  of  Parts 


General  Uses  - 


SPECIMEN   OBJECT  LESSON  FOR  SPELLING. 

Draw  the  plan  for  writing  the  words  which  the 
lesson  will  furnish,  and  direct  the  class  to  copy  it 
on  their  papers.  Then,  when  their  attention  is 
called  to  any  part  or  property,  request  them  to 
write  its  name  in  the  right  place. 

"What  do  I  hold  in  my  hand  ?  An  apple.  What 
is  its  shape?  Round  or  spherical.  Yes,  nearly 
spherical,  though  you  see  it  is  indented  at  the  ends. 
What  is  its  color?  Light  green.  Are  all  apples 
light  green  ?  No  ;  some  are  dark  green,  some  are 
red,  some  are  russet,  and  some  nearly  white.  Right. 
I  have  here  on  my  desk  a  dozen  apples  of  different 
colors.  Name  the  color  of  each  as  I  show  it  to  you. 
[Pupih  name  the  colors.} 

What  do  you  name  this  part  that  I  am  now  hold- 
ing the  apple  by  ?  The  stem.  The  part  opposite 
the  stem  is  called  the  bud  end. 


EYE    CULTURE.  159 

1  will  cut  the  first  apple  into  two  equal  parts. 
What  are  these  parts  called  ?  Halves.  If  the 
whole  apple  is  a  sphere,  what  should  we  name  each 
of  the  halves?  A.  hemisphere. 

Now  let  us  examine  carefully  the  inside  of  tins 
half.  In  the  first  place,  what  is  this  thin  part  that 
covers  the  entire  apple  called?  The  skin.  What 
is  this  large  part  that  extends  from  the  skin  to  the 
center  called  ?  The  pulp.  What  do  we  find  near 
the  center  of  the  apple?  The  seeds.  Now  every 
seed,  you  see,  lies  in  a  little  sheath  called  a  cell. 
"What  do  we  name  the  seeds  and  cells  together? 
The  core. 

Now  read  all  the  names  of  the  parts  that  you 
have  written  down.  Stem,  bud,  skin,  pulp,  seed, 
cell,  core. 

We  will  next  examine  the  stem.  Is  the  stern 
easily  broken  ?  N~o.  What  shall  we  call  it  in  view 
of  that  fact?  Tough.  James,  what  is  the  stem 
made  of?  It  is  made  of  wood.  Well,  then,  it  io 
woody.  Again,  you  see  I  can  divide  it  lengthwise, 
with  my  penknife,  into  small  pieces,  which  look 
like  bits  of  string.  These  pieces  are  fibers,  and  be- 
cause the  stem  is  made  up  of  fibers,  it  may  be  said 
to  be  fibrous. 

Look  now  at  the  skin ;  you  see  it  has  a  shining 
appearance.  That  is,  it  is  glossy.  I  will  peel  off  a 
piece.  Look  at  it  carefully  and  tell  me  all  about  it. 
(George)  It  is  thin.  (Mary)  It  is  smooth.  (Will- 
iam) It  is  tough. 


16C  OBJECT    LESSONS. 

What  of  the  pulp?  (Class)  It  is  white.  It  is 
soft.  It  is  juicy.  It  is  thick.  How  does  it  taste? 
Sweet.  Are  all  apples  sweet  ?  No,  sir  /  some  are 
sour  and  some  are  tart.  The  pulp,  you  see,  is  good 
to  eat,  and  whatever  is  good  to  eat  is  nutritious. 

Here  are  several  seeds ;  I  will  cut  one  in  two. 
"What  is  it  composed  of?  Of  a  shell  and  meat. 
Look  closely  at  the  shell  and  tell  me  all  you  see. 
It  is  black  and  glossy.  What  farther  ?  It  is  smooth. 
Does  it  yield  easily  to  the  touch  of  a  knife  or  pin  ? 
No,  sir  ;  it  is  hard.  Can  it  be  easily  torn  like 
paper?  No,  sir  •  it  is  tough.  Does  it  taste  like 
anything?  No.  Then  it  is  tasteless. 

The  shell,  then,  is  black,  glossy,  smooth,  hard, 
tough,  and  tasteless. 

Take  a  bit  of  the  meat,  each  one  of  you.  What 
can  you  say  of  it  ?  It  is  white  and  smooth.  It  is 
hard.  Can  it  be  easily  broken  ?  Yes,  sir.  Well, 
anything  that  is  easily  broken  is  called  brittle. 
How  does  it  taste  ?  Hitter. 

Last  of  all  we  have  the  cell.  I  have  cut  one  out 
for  each  of  you.  What  are  its  properties?  (Class) 
It  is  white,  and  thin,  and  hard,  and  tough,  and 
tasteless. 

Beginning  with  the  stem  again,  let  us  ask  what 
is  its  use  to  the  apple  ?  The  apple  hangs  on  the 
tree  ~by  its  stem.  Eight.  What  is  the  value  of  the 
skin  ?  It  surrounds  the  apple  and  keeps  it  safe  from 
harm.  Eight  again  ;  water  can  not  get  through  the 
ekin,  so  it  keeps  the  rain  out  of  the  apple  and  also. 


EYE    CULTURE.  161 

prevents  the  pulp  from  drying  up.  Now  give  me 
the  uses  of  the  pulp.  It  is  good  to  eat.  Is  it  good 
for  nothing  else?  (Henry)  It  covers  the  seeds  and 
tceeps  them  safe.  True ;  this  is  its  greatest  use. 
Now  as  to  the  cells.  They  also  envelop  the  seeds 
and  keep  them  safe.  So  you  see  that  all  the  other 
parts  of  the  apple  are  made  simply  for  the  seeds. 
First,  the  cells  inclose  the  seeds,  and  lest  these 
should  be  injured,  they  are  again  inclosed  by  the 
pulp,  and  that  the  pulp  may  be  preserved,  it  is 
covered  by  the  skin.  Surely  the  seeds  must  be 
very  valuable  when  all  this  pains  is  taken  for  their 
safety  and  growth.  Can  you  tell  me  what  their 
value  consists  in  ?  Yes,  sir  ;  new  trees  grow  from 
the  seeds,  and  if  all  seeds  were  destroyed  there  would 
be  no  more  trees  after  these  we  have  now, should  die. 
True.  The  seeds,  then,  are  the  most  important  of 
all  the  parts  of  the  apple,  because  new  trees  will 
grow  from  them  and,  for  this  reason,  all  the  other 
parts  of  the  apple  are  made  to  protect  the  seeds. 

AN  APPLE. 

Gen.  (  Form  .     .     .     .     .  Eound  or  spherical. 
Prop.  (  Color Light  green. 


Parts  4 


stem 

bud  end 

skin  - 

pulp  or  meat 

seed 

cells 

core. 


162 


OBJECT    LESSONS. 


r 


Properties  of  Farts 


Stem  -j  woody 
[  fibrous. 
'  glossy 


Skin  H 


Pulp 


thin 
smooth 
tough. 
"  white 
soft 
juicy 


sweet 

nutritious. 

black 
glossy 


Seeds 


Shell  < 


Meat  - 


smooth 

hard 

tough 

tasteless. 

white 

smooth 

hard 

brittle 

bitter. 


Uses 


(white 
thin 
hard 
tough 
tasteless. 

Apples  hang  by  the  stem. 
The  skin  keeps  the  apple  safe  from  harm. 
The  pulp  is  good  to  eat. 
The  pulp  covers  the  seeds  and  keeps  them 
safe. 

The  cells  envelop  the  seeds. 
New  trees  grow  from  seeds. 


EYE    CULTURE. 


163 


LESSON    II. 

AN  EGG  (BOILED). 


General  Properties 


Oval. 
White. 


Properties  of  Parts  - 


Shell  « 


'  white 
smooth 
dull 
opaque 
tin 


brittle 
fragile 
outside 
inside, 
white 
thin 
tender 
translucent, 
white 
glossy 
smooth 
elastic 
nutritious, 
globular 
yellow 
opaque 
eatable 
^  nutritious. 

(All  the  other  parts  of  the  egg  are  made  for 
the  safety  of  the  yolk,  because  the  yolk  is 
the  part  that  a  chicken  is  hatched  trom. 
Eggs  are  nutritious. 


Skin 


White 


Yolk 


n 


164 


OBJECT    LESSONS. 


LESSON    III. 


A    BOOK. 


Parts 


f  black  (edges  whitej 
General  Properties  •{  square 
[  solid. 


f  sides 

f  black 

back 

Sides  4  parallelograms 

edges 

[  of  cloth. 

corner 

f  stiff 

top 

Back  <  strong 

bottom 

1  g«t. 

outside 
inside 
covers 

{inside  of  pasteboard 
outside  of  cloth 
stamped 

title 

figured. 

author  (name)   a> 

f  thin 

printer  (name)  ^ 

firm 

leaves                PH  ' 

Leaves  j  light 

blanks                <g 

smooth 

pages 

[  absorbent. 

title  page 

white 

preface 
contents 

Blank  Leaves  - 

opaque 
pure 

index                 PH 

clean. 

introduction 

number 

^  chapters. 

type. 

margin 

paragraphs 

Pages  Contain  < 

sentences 
clauses 

periods 

colons 

semicolons 

commas. 

Uses — to  be  given  by  the  teacher. 


EYE    CULTURE. 


165 


LESSON    IV. 

GHANITE. 


General  Properties  - 


Parts 


gray 

hard 

heavy 

rough 

tough. 

quartz 
feldspar 


.Properties  of  Parts  - 


mca. 


Quartz 


Mica  - 


white 
glassy 
irregular 
shapeless 
I  rough 
hard 

f  light  red 

I  dull 

1  polished 

[  opaque, 
whitish 
glistening 
laminate 
thin 
flaky 
translucent. 


Uses  -< 


Granite  is  used  for  making  walls. 
Many  buildings  are  of  granite. 
Cellar  walls  are  often  built  of  granite. 
Monuments  for   the   dead    are    sometimes 

made  of  granite. 
When  used  for  buildings,  granite  is  often 

cut  i.ito  square  blocks. 


OBJECT    LESSONS. 


LESSON    V. 


A   KNIFE. 


General  Properties 


long 
square 
solid 
brown, 


Parts 


handle 
blades. 


springs 

plates  of  brass 
horn 
rivets 
pivots 

.  steel  pieces  at  the  ende 
'  sides 
edges 
points 
back 
.  grooves. 

gray 
steel 
hard 
stiff 
elastic 
^  smooth. 

(yellow 
2? 
thin 
strong. 
(brown 
Cf 
tough. 


The  Handle  is  made  of 


Parts  of  Blade  - 


The  Springs  are  - 


Uses 


EYE    CULTURE.  167 

(cylindrical 
* 
ii 
strong. 

(  bright 

Steel  pieces  -!  smooth 
(  thick. 

We  use  the  blade  of  a  knife  to  cut  with. 
We  hold  a  knife  by  the  handle. 


(  The  blade  of  a  knife  is  fastened  to  the  handle. 
What  are  the  different  kinds  of  knives  ? 


LESSON    VI. 


THE   HAND. 


Parts  i 


f  white 
flexible 
General  Properties  -j  strong 

grasping 
I  useful. 

'  palm 

(flesh-colored 

back 

hollow 

fingers 
thumb 

tough 
yielding 

skin 

marked. 

lines 

veins 

f  white 

nails 
flesh 

veined 
hairy 

cords 

smooth. 

bones 

%  joints. 

1G8 


OBJECT    LESSONS. 


r  long 

Fingers  J  ™uu* 
j  flexible 

[ jointed. 


(  short 
Thumb  J  strong 

(  two-jointed. 


Skin  < 


f  white 
flesh-colored 
external 

thick  on  the  palm 
thin  on  the  back 
wrinkled  at  the  joints. 


f  long 

Lines  \  fro?ked 
broken 

I  irregular. 


(blue 
round 
long 
crooked 
hollow. 


Nails  < 


c  flesh-colored 
white  at  roots  and  ends 
hard 
horny 
translucent 
convex  outside,  concave  inside. 


soft 


Flesh        ,f. 
elastic 

[  tongh. 


Cords  ^ 


Bones  4 


f  white 
solid 
stiff 
hard 
inelastic 
inflexible 
unyielding. 


long 
round 
tenacious 
hard 
compact 
.  elastic. 


(  of  bone 

Joints  1  bending  inward 
(  strong. 


EYE    CULTURE. 


1C9 


Uses  if 
some  of  the  parts 


'  The  palm  of  the  hand  is  useful 

for  holding  things. 
The  fingers  are  used  to  take  hold 

of  things. 
We  feel  with  the  ends  of  tne 

fingers. 
The  thumb  and  fingers  are  used 

to  grasp  whatever  we  take 

hold  of. 
The  skin  covers  the  hand  and 

protects  it. 
The  veins  carry  the  blood  from 

the  hand  to  the  heart. 
The  nails  strengthen  the  ends 

of  the  fingers. 

The  flesh  gives  shape  and  full- 
ness to  the  hand. 
The  cords  and  joints  enable  us 

to  open  or  shut  the  hand. 
The  cords  are  fastened  to  the 

bones. 


LESSON    VII. 

A    LEAF    (OF   THE    FLAG,    LILY,    OR    CORN). 

T  have  gathered  some  leaves  for  our  lesson  to-day. 
You  see  they  are  similar  in  form,  being  all  long, 
narrow,  and  tapering.  Can  you  tell  what  they  are 
shaped  like  ?  Like  a  sword.  Eight ;  for  this  reason 
they  are  said  to  be  sword-shaped.  Now  take  one, 
each  of  you,  and  examine  the  back  of  it  closely. 
You  see  this  ridge  or  line  which  runs  through  the 

8 


170  OBJECT    LESSONS. 

center  from  the  base  to  the  point.  This  line  is  a 
vein,  and  because  it  runs  through  the  middJe  of  the 
leaf  it  is  called  the  mid- vein. 

Take  another  look.  What  else  do  you  see? 
Smaller  lines  on  each  side  of  the  mid-vein  running 
the  same  way.  Well,  they  are  called  simply  veins. 
Observe  they  are  all  the  way  the  same  distance 
apart.  What  shall  we  say  of  them  from  this  fact? 
They  are  parallel.  True.  All  leaves  whose  veins 
run  parallel  like  these,  are  named  parallel  veined 
leaves.  Review  and  write. 

General     j  sword  shaped  (  blade 

Properties  (  green.  Farts  -j  mid-vein 

(  veins. 

(  base  (  raised 

Parts  of  Blade  <  point  Mid-vein  -I  central 

(  edges.  (  straight. 

i  small 

Veins  -j  straight 
(  parallel. 


LESSON    VIII. 

A    LILAC    LEAF. 


Another  kind  of  leaf  to-day.  I  have  gathered 
from  a  lilac  bush  samples  enough  for  all  of  you. 
The  entire  edge  of  a  leaf  is  called  its  outline.  Look 
at  the  outline  of  this  leaf.  What  is  it  like  in  shape  ? 
A  heart.  Yes,  somewhat  like  a  heart,  and  so  it  is 


EYE    CULTURE.  171 

said  to  be  heart-shaped.  The  broad  part  of  the  out- 
line next  to  the  stem  is  the  base  of  the  leaf,  and  the 
point  opposite  is  its  apex.  Examine  the  back  care- 
fully. What  is  this  large  line  which  runs  from  the 
base  to  the  tip  and  seems  to  be  a  continuation  of 
the  stem  ?  The  mid-vein.  And  these  smaller  lines 
that  run  off  from  the  mid-vein  ?  They  are  veins. 
By  looking  closely  you  will  see  a  great  number  of 
still  smaller  lines  running  off  from  the  veins.  These 
are  called  veinlets. 

Now  notice  that  the  veins  are  not  parallel  with 
the  mid-vein  nor  with  each  other,  like  those  of  the 
lily.  They  branch  off  from  the  mid-vein  at  an 
acute  angle,  and  the  veinlets  branch  off  from  the 
veins  at  the  same  angle,  making  the  whole  frame- 
work of  the  leaf  look  like  a  net.  Such  leaves  are 
said  to  be  netted-veined. 

stem 

base 

apex 

mid-vein 

veins 

veinlets. 


General 


Properties  fcveined. 


LESSON    IX. 

A    TUMBLER. 

We  will  name,  in  regular  order,  the  properties  of 
a  tumbler.  I  have  dropped  a  bit  of  pencil  into  it. 
Can  you  see  the  pencil  ?  Yes,  sir.  How?  Through 
the  sides  of  the  tumbler.  Suppose  I  place  a  sheet 


172  OBJECT    LESSONS. 

of  paper  before  the  tumbler.  Can  you  see  the  pen- 
cil now?  No,  sir.  Eight.  Anything,  then,  that 
you  can  see  objects  through  is  said  to  be  transpa- 
rent, while  anything  that,  like  the  paper,  hides  an 
object  from  your  sight  is  said  to  be  opaque.  Think 
of  a  number  of  things  that  are  transparent.  Glass, 
water,  soap  bubbles. 

There  is  another  property  of  the  tumbler  which 
you  have  never  studied.  If  I  pour  water  on  this 
bit  of  sponge  what  will  become  of  it  ?  It  will  soak 
in.  What  if  I  pour  it  on  this  paper?  It  will  wet 
through.  But  if  I  pour  it  into  the  tumbler  ?  It  will 
not  soak  in  or  wet  through.  Anything  that  water 
will  not  enter  is  called  impervious. 


(jreneral 
Properties 


'  cylindrical 
colorless 

transparent  (  top 

impervious        Parts  -j  bottom 
hard  (  ends,  eta 

smooth 
brittle. 


EYE    CULTURE. 


173 


OBJECTS  RECOMMENDED  FOR  FURTHER  LESSONS, 


Water. 

Ink. 

A  pen. 

A  quill. 

A  hair. 

A  pencil. 

A  piece  of  wool. 

A  piece  of  chalk. 

A  pair  of  scissors. 

A  piece  of  bark. 

A  piece  of  leather- 

A  piece  of  wood  (to  show 
combustibility). 

A  candle. 

A  piece  of  horn  (transm- 

A  chair.  [cent). 

A  thimble. 

India-rubber  (elastic). 

Paper. 

A  cent. 

A  quarter  of  a  dollar. 

A  postage  stamp  (adhe- 
sive). 

A  bell  (sonorous). 

A  bird's  claw. 

A  tooth. 

A  brick. 


A  pin. 

Starch. 

Sugar  (nutritious). 

Allspice. 

Salt. 

Sweet  oil. 

Alum. 

Cloves. 

Soap  (cleansing). 

Ginger. 

Cinnamon. 

Rice. 

Mustard. 

Pepper. 

Coffee, 

Tea. 

Chocolate 

Wheat. 

Flour. 

Bread. 

Indigo. 

Camphor. 

Raisins. 

Mace. 

Soda. 

Cream  tartar. 

Vinegar. 

x^-c_. 

OF  THS 

'UHI7EESI 


THE   NATIONAL    SERIES   OF  STANDARD   MISCELLANY. 

LIBRARY  AND  MISCELLANEOUS 
PUBLICATIONS. 


TEACHERS'    WORKING    LIBRARY. 
Object  Lessons.     Welch. 

This  is  a  complete  exposition  of  the  popular  modern  system  of  •'object-teaching,'*, 
for  teachers  of  primary  classes. 

Theory  and  Practice  of  Teaching.     Page. 

This  volume  has,  without  doubt,  been  read  by  two  hundred  thousand  teachers,  and 
its  popularity  remains  undiminished,  large  editions  being  exhausted  yearly.  It  was 
the  pioneer,  as  it  is  now  the  patriarch,  of  professional  works  for  teachers. 

The  Graded  School.     Wells. 

The  proper  way  to  organize  graded  schools  is  here  illustrated.  The  author  has  availed 
himself  of  the  best  elements  of  the  several  systems  prevalent  in  Boston,  New  York, 
Philadelphia,  Cincinnati,  St.  Louis,  and  other  cities. 

The  Normal.     Holbrook. 

Carries  a  working  school  oo  its  visit  to  teachers,  showing  the  most  approved  methods 
of  teaching  all  the  common  branches,  including  the  technicalities,  explanations,  demon- 
strations, and  deh'nitions  introductory  and  peculiar  to  each  branch. 

School  Management.     Holbrook. 

Treating  of  the  teacher's  qualifications ;  how  to  overcome  difficulties  in  self  and 
others  ;  organization  ;  discipline  ;  methods  of  inciting  diligence  and  order  ;  strategy 
in  management ;  object-teaching. 

The  Teachers'  Institute.     Fowle. 

This  is  a  volume  of  suggestions  inspired  by  the  author's  experience  at  institutes,  in 
the  instruction  of  young  teachers.  A  thousand  points  of  interest  to  this  class  are  most 
satisfactorily  dealt  with. 

Schools  and  Schoolmasters.     Dickens. 

Appropriate  selections  from  the  writings  of  the  great  novelist. 

The  Metric  System.    Davies. 

Considered  with  reference  to  its  general  introduction,  and  embracing  the  views  of 
John  Quincy  Adams  and  Sir  John  Herschel. 

The  Student ;  The  Educator.     Phelps.     2  vols. 
The  Discipline  of  Life.     Phelps. 

The  authoress  of  these  works  is  one  of  the  most  distinguished  writers  on  education, 
and  they  cannot  fail  to  prove  a  valuable  addition  to  the  School  and  Teachers'  Libraries, 
being  in  a  high  degree  both  interesting  and  instructive. 

Law  of  Public  Schools.     Burke. 

By  Finley  Burke,  Counsellor-at-Law,  A  new  volume  in  "Barnes's  Teachers'  Library* 
Series."  12mo,  cloth. 


"Mr.  Burke  has  given  us  the  latest 
expositions  of  the  law  on  this  highly  im- 
portant subject.  I  shall  cordially  com- 
mend his  treatise."  — THEODORE  DWIGHT, 
LL.D. 

From  the  HON.  JOSEPH  M.  BECK,   Judge  of 
Supreme  Court,  Iowa. 

"  I  have  examined  with  considerable 
we  the  manuscript  of  *  A  Treatise  on  the 


Law  of  Public  Schools.'  by  Finley  Burke,' 
Esq.,  of  Council  Bluffs.  In  my  opinion, 
the  work  will  be  of  great  value  to  school 
teachers  and  school  officers,  and  to  law- 
yers. The  subjects  treated  of  are  thought- 
fully considered  and  thoroughly  examined, 
and  correctly  and  systematically  arranged. 
The  style  is  perspicuous.  The  legal  doc- 
trines of  the  work,  so  far  as  I  have  been 


66 


THE    NATIONAL    SERIES    OF   STANDARD    MISCELLANY. 


M ISCELLANEOUS    PUBLICATIONS  -  Continued. 


able  to  consider  them,  are  sound.  I  have 
examined  quite  a  number  of  the  authori- 
ties cited  ;  they  sustain  the  rules  an- 
nounced in  the  text.  Mr.  Burke  is  an  able 
and  industrious  member  of  the  bar  of  the 
Supreme  Court  of  this  State,  and  has  a 
high  standing  in  the  profession  of  the 
law." 


f  "I  fully  concur  in  the  opinion  of  Judge 
Beck,  above  expressed." — JOHN  F.  DIL- 
LON. New  York,  May,  1880. 

Sioux  CITY,  IOWA,  May,  1880. 
I  have  examined  the  manuscript  of 
Finley  Burke,  Esq.,  and  find  a  full  citation 
of  all  the  cases  and  decisions  pertaining  to 
the  school  law,  occurring  in  the  courts  of 
the  United  States.  This  volume  contains 

Teachers'  Handbook. 


valuable  and  important  information  con- 
cerning school  law,  which  has  never  before 
been  accessible  to  either  teacher  or  school 
officer.  A.  ARMSTRONG, 

Supt.  Schools,  Sioux  City,  Iowa. 

DBS  MOINES,  May  15,  1880. 
The  examination  of  "A  Treatise  on  the 
Law  of  Public  Schools,"  prepared  by  Fin- 
ley Burke,  Esq. ,  of  Council  Blufls,  has 
given  me  much  pleasure.  So  far  as  ] 
know,  there  is  no  work  of  similar  charac- 
ter now  in  existence.  I  think  such  a  work 
will  be  exceedingly  useful  to  lawyers, 
school  officers,  and  teachers,  and  I  hope 
that  it  may  find  its  way  into  their  hands. 

G.   W.    VON   COELLV, 

Supt:  Public  Inst.  for  Iowa. 


Phelps. 

By  William  F.  Phelps,  Principal  of  Minnesota  State  Normal  School.  Embracing  the 
objects,  history,  organization,  and  management  of  teachers'  institutes,  followed  by 
methods  of  teaching,  in  detail,  for  all  the  fundamental  branches.  Every  young  teacher, 
fivery  practical  teacher,  every  experienced  teacher  even,  needs  this  book. 

This  is  the  key-note  of  the  present  excel- 
lent volume.  In  view  of  the  supreme 
importance  of  the  teacher's  calling,  Mr. 
Phelps  has  presented  an  elaborate  system 
of  instruction  in  the  elements  of  learning, 
with  a  complete  detail  of  methods  and 


From  the  New  York  Tribune. 

"The  discipline  of  the  school  should 
prepare  the  child  for  the  discipline  of  life. 
Th«  country  schoi  " 


processes,  illustrated  with  an  abundance 
of  practical  examples  and  enforced  by 
judicious  councils." 


country  schoolmaster,  accordingly, 
holds  a  position  of  vital  interest  to  the 
destiny  of  the  republic,  and  should  neg- 
lect no  means  for  the  wise  and  efficient 
discharge  of  his  significant  functions. 

Topical  Course  of  Study.     Stone. 

This  volume  is  a  compilation  from  the  courses  of  study  of  our  most  successful  public 
schools,  and  the  best  thought  of  leading  educators.  The  pupil  is  enabled  to  make  full 
use  of  any  and  all  text-books  bearing  on  the  given  topics,  and  is  incited  to  use  all  other 
information  within  his  reach. 

American  Education.     Mansfield. 

A  treatise  on  the  principles  and  elements  of  education,  as  practised  in  this  country, 
with  ideas  towards  distinctive  republican  and  Christian  education. 

American  Institutions.     De  Tocqueville. 

A  valuable  index  to  the  genius  of  our  Government. 

Universal  Education.     Mayhew. 

The  subject  is  approached  with  the  clear,  keen  perception  of  one  who  has  observed 
its  necessity,  and  realized  its  feasibility  and  expediency  alike.  The  redeeming  and 
elevating  power  of  improved  common  schools  constitutes  the  inspiration  of  the  volume. 

Oral  Training  Lessons.     Barnard. 

The  object  of  this  very  useful  work  is  to  furnish  material  for  instructors  to  impart 
orally  to  their  classes,  in  branches  not  usually  taught  in  common  schools,  embracing  aV 
departments  of  natural  science  and  much  general  knowledge. 

Lectures  on  Natural  History.     Chadbourne. 

Affording  many  themes  for  oral  instruction  in  this  interesting  science,  especially  in 
schools  where  it  is  not  pursued  as  a  class  exercise. 

67 


THE  NATIONAL   SERIES   OF  STANDARD  MISCELLANY. 
MISCELLANEOUS  PUBLICATIONS  —  Continued. 

Outlines  of  Mathematical  Science.     Davies. 

A  manual  suggesting  the  best  methods  of  presenting  mathematical  instruction  on  the 
part  of  the  teacher,  with  that  comprehensive  view  of  the  whole  which  is  necessary  to 
the  intelligent  treatment  of  a  part,  in  science. 

Nature  and  Utility  of  Mathematics.     Davies. 

An  elaborate  and  lucid  exposition  of  the  principles  which  lie  at  the  foundation  of 
pure  mathematics,  with  a  highly  ingenious  application  of  their  results  to  the  develop^ 
rnent  of  the  essential  idea  of  the  different  branches  of  the  science. 

Mathematical  Dictionary.     Davies  and  Peck. 

This  cyclopaedia  of  mathematical  science  defines,  with  completeness,  precision,  and 
accuracy,  every  technical  term;  thus  constituting  a  popular  treatise  on  each  branch, 
and  a  general  view  of  the  whole  subject. 

The  Popular  Educator.     Barnes. 

In  seven  volumes,  containing  interesting  arid  profitable  educational  miscellany. 

Liberal  Education  of  Women.     Orton. 

Treats  of  "  the  demand  and  the  method  ;  "  being  a  compilation  of  the  best  and  most 
advanced  thought  on  this  subject,  by  the  leading  writers  and  educators  in  England  and 
America.  Edited  by  a  professor  in  Vassar  College. 

Education  Abroad.     Northrop. 

A  thorough  discussion  of  the  advantages  and  disadvantages  of  sending  American 
children  to  Europe  to  be  educated  ;  also,  papers  on  legal  prevention  of  illiteracy,  study, 
and  health,  labor  as  an  educator,  and  other  kindred  subjects. 

The  Teacher  and  the  Parent.     Northend. 

A  treatise  upon  common-school  education,  designed  to  lead  teachers  to  view  their 
calling  in  its  true  light,  and  to  stimulate  them  to  fidelity. 

The  Teachers'  Assistant.     Northend. 

A  natural  continuation  of  the  author's  previous  work,  more  directly  calculated  for 
daily  use  in  the  administration  of  school  discipline  and  instruction. 

School  Government.     Jewell. 

Full  of  advanced  ideas  on  the  subject  which  its  title  indicates.  The  criticisms  upon 
current  theories  of  punishment  and  schemes  of  administration  have  excited  general 
attention  and  comment. 

Grammatical  Diagrams.     Jewell. 

The  diagram  system  of  teaching  grammar  explained,  defended,  and  improved.  The 
curious  in  literature,  the  searcher  for  truth,  those  interested  in  new  inventions,  as  well 
as  the  disciples  of  Professor  Clark,  who  would  see  their  favorite  theory  fairly  treated, 
all  want  this  book.  There  are  many  who  would  like  to  be  made  familiar  with  this 
system  before  risking  its  use  in  a  class.  The  opportunity  is  here  afforded. 

The  Complete  Examiner.     Stone. 

Consists  of  a  series  of  questions  on  every  English  branch  of  school  and  academic 
instruction,  with  reference  to  a  given  page  or  article  of  leading  text-books  where  the 
answer  may  be  found  in  full.  Prepared  to  aid  teachers  in  securing  certificates,  pupils 
in  preparing  for  promotion,  and  teachers  in  selecting  review  questigns. 

How  Not  to  Teach.     Griffin. 

This  book  meets  a  want  universally  felt  among  young  teachers  who  have  their  expe- 
rience in  teaching  to  learn.  It  undertakes  to  point  out  the  many  natural  mistakes  into 
which  teachers  unconsciously  or  otherwise,  fall,  and  warns  the  reader  against  dangers 
that  beset  the  path  of  every  conscientious  teacher.  It  tells  the  reader,  also,  the  proper 
and  acceptable  way  to  teach,  illustrating  the  author's  ideas  by  some  practice-lesBOua 
in  arithmetic  fcafter  Griibe}.  gg 


I'XIVERSITY   OF   CALIFORNIA   LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


JUL  16 


MAR  2  5  2002 


30?«-6,'14 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


